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~AEAHConstructingVisualArtsPractices

Instructor:LucyBartholomee,Spring2016
Composedby:Dr.AmeliaKraehe
FinalProductDueMay9,2016
PresentationswillbeMay2&9,2016

BigIdeaUnit

1.

PERSONALTEACHINGSTATEMENT:
a.

ARationaleforElementaryArtEducation.
Themaintakeawayfromanelementaryarteducationisestablishingahealthyrelationship
towardsart,andhaveabasistodevelopfutureartprojects.Whereashighschoolfocusesmoreon
techniqueandexploration,elementaryeducationfocusesoncreatinganenvironmentof
experience.Thisistheplacewherestudentswillbeintroducedtonewmaterials,andthegoalfor
thistimeistohelpthechildrenfeelcomfortablewithworkingcreatively.
Elementaryartshouldbeaboutintroducingissuesorconcernstostudents,openinguptheirmind
totheworldaroundthemandengagingtheminexercisesrequirethemtothinkcriticallyabout
art,themselves,andsociety.Elementaryartshouldfocusonopeningupthestudentstowhatart
is,whatitiscapableofandthepowerartcanhave.Atthispointintheireducation,children
shouldbeintroducedtoconceptualartinordertoattachmeaningandsignificancetotheirart
works.Openingupelementaryartstudentstothepossibilitytobecreativeandusetheir
imaginationinthecontextwheretheyarebuildingafoundationforthoseskillsiswhatan
elementaryarteducationshouldbeabout.
b.

AVisionfortheElementaryArtClassroom.
Ourvisionfortheelementaryartclassroom,isanenvironmentthatthrivesonacceptance,
diversity,community,support,exploration,andactivism.Inourclassroom,westrivetoprovide
thestudentswiththeguidanceandopportunitiestobecomecomfortablewithartmaterialsand
ideas.Buildinglessonplanswithdifferentiatedlearninginmind,theenvironmentwouldbe
consistofstudentsworkingtowardssimilargoalswithdifferentprocessesandendproducts.
Throughtheexplorationandexposuretocurrentissues,studentswillbegivensupporttouseart
todiscusssocial/democraticissuesandconnectingglobalawarenesstothisissues.Most
importantly,ourstudentswillbepromotedtoplaytheirrolethrougharttoparticipateintheir
community,understandandpromotepluralismandwalkthepathtobecomingdemocratic
citizens.

c.

ATeachingPhilosophy.
JoycelynJimenezTeachingPhilosophy:

Iwillcreateanartclassroomthatwillactasasafeplaceforstudentstoexploreandexperience
newmaterials.Iwilllistentomystudentsandencouragethearttheywanttomake,butalsoI
willprovidefurthercontext.Artcreatedonitsownisimportant,butprovidinginformationso
thatitisrelevanttothestudentslifeaswellasthosearoundhimorher,makestheartworkso
muchbigger.Anemphasisonthecommunityandtheenvironmentaroundthemwillleadto
studentsthatgenuinelycareabouttheeffecttheiractionsmake.Inmyartclassroom,Iwantto
connectthestudentstothecommunityaroundthem,theschool,theneighborhood,thecity,
addressingsocioeconomic,politicalandculturalissues.Iwillencourageandchallengemy
studentstolookinternallyandexternallyforinspiration,inordertomakeartthatmatters,butthe
maingoalinmyelementaryartclassroomistoprovidetheinitialexperienceandcreatea
classroomthatisacceptingofindividualsthataredifferent.Iwanttocreateaspacethatis
holisticandaddressesmanymattersimportanttothestudentsfutureandwellbeing.Itis
importanttomethattheyarelearningthingsthatarerelevantfortheirneeds,andthatare
impactfulintheirlives.
TeachingPhilosophy:Taylar
Weliveinaworldthatisconstantlychanging,lookingforwardandchangingquickly.Whether
thisisinsocialissues,politics,familydynamicsorevenreligiousideology,asacitizenof
Americaonecannotignorethemovementforchangeournationcraves.Thisisnodifference
whenitcomestoeducation,morespecificallyarteducation.Therehasbeenamovementinart
educationoverthepastdecadethatnotonlyneedstobeencouragedbutalsofosteredand
nurtured.Arteducationhasmovedfromprimarilyteachingtechnicalarttechniques,toteaching
individualshowtobedemocraticcitizenswholookoutsideofthemselvesandoutintotheir
societyandcommunity.Thisisthemainpurposeofarteducation.Theelementaryartclassroom
isdifferentfromotherareasoflearningbecauseitprovidesagreatplatformtoencouragethekey
characteristicsforchildrenatayoungage,suchascreativityattachedtocriticalthinking,

explorationofideas,asenseofpartingincommunity,understandingtheneedfordiversityand
thefosteringofpluralism.
Theelementaryclassroomissuchauniqueandevencrucialplaceforayoungchild.The
relationsbetweenteacherandstudentscanhavesuchahugeimpactonchildren.Ithinkits
importanttonevertakeforgrantedtheroleweplayinachildslife.Duringalongperiodinhigh
school,ItoldmyselfthatthelastthingIeverwantedtodowasteach.Iviewedteachersasthe
typicalthosecantdo,teachexamples.Itwasntuntilmyjunioryearofhighschool,whenI
actuallystarteddoingart,thatImettwoteachersthatshowedmetheimpactteacherscanhave
onastudentslife.Theybelievedinmewhenveryfewpeopledid,andreallybelievedinme,not
justbysmilingandnoddingatmywork.Theyreallypushedmebybeinghardonmetoprove
thatIcoulddowhateverIsetmymindto.IfeelifIwouldhavebeinvolvedinelementaryart
classroomandhadtheseideasintroducedevenearlier,Iwouldbeamoreconfidentasan
individualandasanartist.ThisiswhyIwanttobeateacher.Iwanttoshowstudentstheyarent
justanotherkidinmyclassroom,butthattheyreallyandtrulymatter.Iwanttopushthemtonot
onlyachievetheirdreamsbecauseIbelievetheycan,buttopushthemtobelieveinthemselves.
Recently,Ihavecometorealizethatinordertofosterdemocraticcitizenswithintherealmsof
education,theremustbediversitywithintheclassroom.Weareinadayandagewhere
technologyplayssuchahugeroleineveryonesdailylives,soitmustbecorrectlyincorporated
intotheclassroom.Iplanonmakingvarietyanddiversitywithinmylessonplansasateachermy
maingoal.Asastudentwhoalwaysstruggledgoingintoalecturesettingclassroomevery
singledayandperformingmonotonoustasks,Iunderstandthatinordertoinvolvestudents,you
mustengagewiththestudents.Sincetherearealotofdifferentmediumstousewithintheart
world,asanartteacher,youmustengageinvarioustypesofmediumsinordertoshowcase
them.Ibelievearteducatorsshouldnotonlyteachmediumssuchaspainting,drawing,sculpture,
fibers,woodworking,digitalmedia,andceramics,butalsoencouragestudentstotrynew
mediumsthatarepossiblynottaughtwithintheclassroominordertoexplorethem.Considering
themainpurposeofarteducation,Ithinkamissingkeycomponentistheintegrationofartwith

otherareasoflearningwithineducation.Educatorsshouldworktogetherwhenplanningouttheir
lessonplansandtrytoincorporateasmuchasthesamecontentaspossible,insteadofhaving
studentslearnaboutfivedifferentsubjectsallatonce.Thiswouldcreateaneasieryetmore
intellectuallystimulatinglearningexperienceforthestudentsandwouldalsoshowcaseamorein
tunestyleofteaching.Itismygoaltocreateaclassroomthatnotonlyeducatesstudentsabout
art,butalsoabouttheworldtheylivein,creatingasafeenvironmentwherestudentsfeel
encouragedandimportant.
TeachingPhilosophy:Amparo
Foraverylongtimenow,studentshavebeenplaguedwiththeideathattheyareonlychildren

intheeyesoftheworld,andeventually,intheeyesofthemselves.Whethersubtlyimpliedor
spokenoutright,themessageiscleartothoseintheirelementaryschoolyears,andhaslingering
effectsforthosewhochoosetopursuehighereducation.Manystudentsneverquestionthis
mindset,othersfinditeffortlesstotossaside,andyetstill,therearemanystudentswhose
confidenceinwhattheycanachievewaversinresponse.Throughthecriticalthinkingofart,
studentscanbreakawayfromthismindset.

Studentsdeservetobeabletoexploretheirfullestpotentials,andtocreatewithoutrestrictions.
Manystudents,alongwithbeingconsiderednothingmorethanchildren,facechallengeswhich
includepoverty,healthissues,andevendiscrimination.Separately,suchissuescanbe
challenging,however,whencombinedtheycanleaveastudentquitevulnerableandwithfewer
opportunitiesthantherest.Asanarteducator,mygoalistodestroythemindset,andeliminate
thegap.

Iaspiretocreatealearningenvironmentthatencouragesoutsidetheboxthinking,ishandson,
andactuallytacklesissuesstudentshavetodealwithonaneverydaybases.Withthisinmind,
projectsassignedwillbeveryopen,allowingstudentstoexploretheirownideas,anddecidefor
themselveswhattheywanttopursue.Incorporatingtechnologyorotheravenuessuchassocial
mediaintotheirfinalpiecewillbecompletelyuptothem.Althoughtherewillbedeadlinesand
gradestobetaken,overall,thestudentsmaingoalwillnotbealettergrade.Themainartistic
goalsforthestudentwillbeiftheywereabletoaccomplishwhattheysetouttodoandifthey
canrecognizetheirsuccessesandfailures.
Yet,aboveallelse,resourcefulnesswillbemyclassroommantra,becauserealizingoneis
capableofdoingsomethingdoesnotequalhavingthemeanstoaccomplishit.Thisgoeshandin
handwithcriticalthinking.Teachingstudentstousetheirsurroundingstotheiradvantage,
regardlessiftheyarepositiveornegative,enablesthemtocreate,respond,andadapttoany
situation.Thesekindsofteachingscan,andshould,betakenoutsidetheclassroomandintothe
community.

Withthatsaid,althoughindividualitywouldbevalued,fosteringrelationshipswithotherswillbe
justasessentialinmyclassroom.Therefore,respectforothers,andtheiropinionswillbehighly
enforced.Learningtocooperatewithoneanotherwillhelpthemexperienceboththegoodand
badofworkingasateam.Thisway,theycanproblemsolveconflictsthatarisewhile
collaboratingonaproject.Withthis,notonlywillstudentsbecomemoreopenmindedand
acceptingofothers,theywillalsolearnhowtogivemeaningfulandconstructivefeedbackonall
projects.

HelpingstudentsrealizethattheyhavemorepotentialthantheycouldfathomiswhyIchooseto
beanarteducator.However,Ialsowishtohelpstudentsrealizethatartisnotsomethingtobe
takenlightly.Throughexplorationofvariousartistsandmediums,theywilllearnjusthowmuch
powerapiececanhold,andhow,evenasstudents,theycaninspiresocialchangeiftheywishto.
Theywillcometorealizetheroleartplaysinoursociety,andhowitcanbeusedtobothtarget
andaidthem,sometimeswithoutthemnoticing.

Studentsofallageshavethepotentialtostriveforgreatness,however,inmany,thatpotentialis
weakorfaded.Byhelpingstudentsthinkcriticallyandresourcefully,asanarteducator,Ican
helpthemdelvedeeperintotheirownideaswithoutrestrictions.

TeachingPhilosophy:Ashley
Theartclassroomisuniqueenvironmentfortodaysmoderneducationsystem.Currentlymost
th
classroomsarestillstructuredthesamewayastheywereduringtheearly19
centurywhenit

wasfirstdesigned.Educatorsarebeginningtoseethatthissystemisoutdatedforthegeneration
ofchildrentoday.Theartclasshoweveristakingprogressivestepstowardsimprovingthis
structurewithnewideas.Differentiatedlearningisasuccessful,modernteachingtheorythat
approachestheclasswiththeunderstandingthateachchildlearnsdifferently.Betterknownas
themultipleintelligencestheory,eachchildhasaspecificcombinationofintelligences,notjusta
singularone.Asaneducatoritisimportanttobeabletorecognizethesetypesofintelligences
withinourstudentsandmodifyingourlessonsthatwillbestsuitetheirwayofunderstanding.

Itisalsoimportanttohaveaclearunderstandingofachildsdevelopment,whereaneducator
understandsthecognitiveandphysicalstagesofachildslife,howenvironmentalfactorsaffect
thosestages,andhowtheclassroomcannurturethosestages.Foryoungchildrenespecially,itis
importanttohavethesefoundationalunderstandingssincetheyarestillinadevelopmentalstage
oflearninghowtocontroltheirownthoughts,emotions,andbodies.Havingthissensitivityand
understandingforyoungstudents,aneducatorcanunderstandwhatstepswillbebestforclass
management,organization,andenvironment.
Thedirectionanarteducatorchoosesfortheirpracticeswillalsoaffecthowtheirstudentsview
andthinkaboutart.Forthisreasonitisimportanttotryandincludeabalanceofformalart
educationtheoryandtechnique,aswellascontemporarypractices.Formalarteducation
providesstudentswiththefoundationalskillsandconceptsforcreatinganaestheticallypleasing
artwork,aswellastheirarthistory.Contemporaryartpracticesmoveawayfromafocusof
aestheticsandlookmoreatthediversityofsocial,politicalandenvironmentalimpactsthatart
creates.Studentsthenaretotakethisinformationandrespondintheirownway,allowingfor
unpredictabilityanddiversitywithintheclassroom.Thisallowsallstudentstohavetheirown
voiceandperspectivesharedwiththeirpeers.Bothformalandcontemporaryarteducationare
importantasitbringstogetherthetraditional,wellstructured,successfulconceptsfromthepast
tothecontemporaryviewandideasoftoday.Togethertheycreateartworkthatiswelldesigned
andwellthoughtout.

Sources
Fountain,H.L.R.(2014).Historyandfoundations.InJ.McKeagandM.Stewart(Eds.),

DifferentiatedInstructioninArt
(pp.2845).Worcester,Massachusetts:Davis

Publications.
Thulson,A.(2013).Contemporarypracticeintheelementaryclassroom:Astudyofchange.
Art

Education,66
(1),pp.1623.

2.

DESCRIPTIONOFTHEEDUCATIONALSETTING
TheUnitwillbetaughtatMcNairElementaryschool.Instructionwillbeheldbothinsideand
outsideoftheclassroom.Demographically,ourclassroomwillbeverydiverse.
3.

INTRODUCTIONTOTHEUNIT

ThisUnitexploresavarietyofmediumswhichhavetodowiththeelementsandhowtheyare
interconnectedwitheachother.Weprovidetheclasswithaproblem,andtogetherworktofinda
solution.Thisunitconsidersourimpactontheenvironment,aswellasourpowerasartiststodo
somethingaboutit.
a.

RationalefortheUnit.

Eachoftheselessonswillintroducestudentstotheissueofglobalwarmingthroughone
ofthefournaturalelements:water,air,earth,andfire.Webelievethisapproachtoglobal
warmingwillallowustobreakdownthecomplexityofthesituationbylookingateachelement
individually.Studentswillgainawideperspectiveofthisissuethroughtheconcentrationofeach
element.Togetherstudentswillunderstandhowthesesissuesconnecttooneanother,aswellas
whatsignificantroleeachoftheseelementsplay.Taylarslesson(Earth)willintroducetheBig
Ideabyfocusingontheissueofdeforestation,followedbyAshleyslesson(Fire)whichfocuses
onwildfiredestructionanditsroleingreenhousegaseffects,thenYoshislesson(Air)which

focusesongreenhousegaseffectsontheEarthsatmosphere,andlastlyAmparoslesson(Water)
toshowhowwaterisbeingpollutedwiththeadditionofalltheseissuesoccurringintheworld.

TaylarsLessonRationale:
Taylarslessonwillbefocusingontheissueofdeforestation.Thiswillbeourstudents
introductionlessontointroduceenvironmentalissueswithinforests,whatfactorscontributeto
thedestructionofforests,andtheeffectsofdeforestationontheecosystemshealth.
AshleysLessonRationale:
Ashleyslessonwillbefocusingonhowforestfirescontributetogreenhousegaseffects
withinEarthsatmosphere.Bystudentslearningintheirpriorlessontheoverallunderstandingof
howforestsaredestroyed,theycanbuildupontheseideas.Forestfiresteachstudentshowthe
burningoftreesreleaseslargeamountofcarbonintotheatmosphere,aswellasdestructionto
theotherthreeelementswithintheexosystem..
YoshisLessonRationale:

YoshislessonwillbefocusingonhowgreenhousegasesaffectEarthsatmosphere.This

willcontinuetheinformationfromthepreviouslesson,butwithaconcentratedfocusonits
effects.Yoshislessonwillhelpstudentsunderstandhowthepollutionfromthingssuchasforest
fires,cars,industrialfactories,etc.harmtheatmosphere,animals,andplantlife.
AmparosLessonRationale:
AmparoslessonwillbefocusingonhowEarthswatersuppliesarebeingpollutedasa
resultoftheissueswecoveroverallinthislessonandmore.Thislessonwillhelptoshowhow
allofEarthsenvironmentalissuespolluteanddisplaceourwatersupplies.

SolutiontoIssuesLessonRationale:
Ourlastlessonforthebigideawillaskourstudentsthequestionofhowtheywould
resolvetheseissues:deforestation,forestfires,greenhousegaseffects,andwaterpollution.
Studentswillbeallowedtochosefromoneoftheissuesandfromoneofthearttechniques/
processesthattheycoveredinthisbigideaunitandinterprettheirownsolutions.Thislesson
willbekeptopenendedtoallowstudentsthecreativespacetoshowtheinformationthatthey
havebeenlearningforthepastfewweeks.

4.CONSTRUCTINGAVERBALLANGUAGEARCHIVE(10points).
a.Typeacompletedictionarydefinitionoftheideayouselected.

Environment
environment
/invirenment/
noun
1. Thenaturalworld,asawholeorinaparticulargeographicalarea,especiallyasaffected
byhumanactivity

Air
/er/
noun
1. Theinvisiblegaseoussubstancesurroundingtheearth,amixturemainlyofoxygenand
nitrogen.

Water
/woder,wader/
Noun
1. Acolorless,transparent,odorless,tastelessliquidthatformstheseas,lakes,rivers,and
rainandisthebasisofthefluidsoflivingorganisms.

Fire
/fi(e)r/

Noun
1. Combustionorburning,inwhichsubstancescombinechemicallywithoxygenfromthe
airandtypicallygiveoutbrightlight,heat,andsmoke.

Earth
/erTH/
noun
1. Theplanetonwhichwelivetheworld.

2. Thesubstanceofthelandsurfacesoil.

0b.Typeacompletelistofsynonymsoftheideayouselected.
HabitatTerritoryDomainNatureEarthPlanetEcosystemBiosphereWildlifeWorld
c.Typealistofantonymsoftheideayouselected.
UnfortunatelytherearentverymanyantonymsforthewordEnvironment.Whenwe
thinkaboutthewordenvironmentwethinkofaspaceoratmosphere,fromtherewecangeta
fewantonymsrelatedtothewordenvironmentsuchasspaceanditsantonymscompletenessor
fullnessorthewordatmosphere,terrainoremotionless.Sinceenvironmentencompassesso
manythingsitisdifficulttocomeupwithanappropriateantonym.Theonlywaywouldbeto
breakitdownfarthertowhatspecificenvironmentyouarereferringto,forexample,weare
focusingonnatureortheoutdoorshasourenvironment.Antonymsforthesewouldbe,indoors,
culture,andinterior.
d.Typealistofexamplesoflocal,nationalorglobalsocialissuesinherentorrelatedto
theidea.
ThereareappssuchasGoodIdeathatbuilduptheideaofunderstandingwhatan
environmentisandhowonecangoabouthelpingimproveit.Thisapphelpspeopleusingit
makeinformeddecisionswhiletheygoaboutdifferentpartsoftheirlives,especiallywhile
shoppingorproducts.Thisappletstheuseknowhowthoseitemsareaffectingtheenvironment
aswellasifthecompaniesarebeingenergyefficient.
OnFridayApril22nd2016,over500childrenfromvariousschoolsinaroundKampala
inUgandamettodebateenvironmentandclimateissues.Theychallengedgovernmentand
otherstakeholderstoenactenvironmentalprotectionlawasamatterofurgency.Theseare
studentsthatareconcernedfortheirenvironmentaswellastheirfutureandwanttoencourage
otherstobefriendlytowardstheenvironment.Heretheenvironmentisreferringtoearth,and
nature.Inawaytheenvironmentandthechildrenaredirectlyconnectedbecausetheyareapart
ofthefuture.
http://www.newvision.co.ug/new_vision/news/1423021/ugandanchildrenpushenvironmentpro
tectionlaws

http://www.cnbc.com/2016/05/05/jobsbloomfromacleanerenvironment.html

Jobsbloom
fromacleanerenvironment,meaningthatthisisbecomingmorerelevant,becasuethejob
marketisincreasinglylookingforpeoplewithconcernsoftheenvironment.

ShoalwaterBayenvironmentunderthreatfrom
developmenthttp://www.themorningbulletin.com.au/news/shoalwaterbayenvironmentunderth
reatdevelopmen/3020316/
e.Typealistofexamplesofhowtheideayouselectedisusedincommonphrasesor
quotes,pastorpresent.
Environmentincludessocial,culturaland(forhumans)economicandpolitical
considerations,aswellasthemoreusuallyunderstoodfeaturessuchassoil,climateandfood
supply
ExamplesofthewordusedonSocialMedia:
And,youknow,toenablethemtoleavean
environment
thatmightcompromisetheir
mentalstability.Whataburdenforthenonmentallyill@meowitslucy
KhawajaAsifsaid,Iwanttokeepthepolitical
environment
peaceful,howcanheman
arrangementofpublicmoney?@PTIofficial

IfyouFixthe
environment
thenthatshowyoustartfixingcrimerates!Especiallyin
Youth!@KREAYSHAWN
@ClimateRealitysays:Wedonthavetochoosebetweentheeconomyandthe
environment
.Retweetifyouagreewith@JustinTrudeau
@UNEPsays:Whatistheimpactoffoodwasteonthe
environment
?
@PaulCBrunsonsays:Your
environment
mustsupportyourgoals

f.

Typealistofexamplesofwheretheideayouhaveselectedisconveyedintheworld
aroundyouthroughsongs,Gratedmovies,childrensbooks,stories,poemsandnursery
rhymes,plays,fables,jokes,videogames,advertisements,thenews.

Movies:
Books:
Ferngully:TheLastRainforest
TheWumpWorldByBillPeet
WAllE
TheLoraxbyDr.Seuss
HappyFeet
TheGreatKapokTreebyLynneCherry
Bambi
ADropAroundtheWorldbyBarbaraShawMckinney
Illustrated
OvertheHedge
byMichaelS.Maydak
FreeWilly
CommonGround:TheWater,Earth,andAirWeShareby
Molly
FindingNemo
Bang

Poems:
Warned
SylviaStults

PublishedonOctober21,2015
Thesandsoftimehaverenderedfear
Blueskiesonhighnolongerclear
Starswerebrightwhencetheycame
Nowdimmed,obscured,pollution'shaze

Crystalclearourwatersgleamed
Fishabundant,riversstreamed
Oceanfloorssandywhite
Nowlittered,brown,pollution'splight

Treestoweredhighabove
Trunksbaringprofessedlove
Birdschirpingfromsitesunseen
Gone,paperjoinedpollution'steam

Onecan'tblamepollutionalone
Astheysay,youreapwhatyou'vesown
Soletusplantabetterseed
Tearoutoldroots,cultivate,weed

Protectwhathasbeengivenforfree
Ourwaters,skies,wildlifeandtrees
Foroncethey'regone,don'tyousay
Consideryourselfwarnedofthatfatalday
LookOutside
JosieGreveling

PublishedonDecember2008
Lookoutside,seethetrees
Watchtheflowersinthebreeze
Thingswon'tbelikethisinayearortwo

Ifpollutingisallwedo
Seizethenight
Seizetheday
Thingswon'talwaysbethisway
Thousandsofpeoplearedying
Inthenightyouhearchildrencrying
Let'sstopthewar
Ourpeoplearesore
Theworldcan'thelpitself
Whocaresaboutyourwealth
Helpmetohelpyou
Showtheworldwhatyoucando.

AwarenessAboutOurEnvironment
SylviaStults
MoreBySylviaStults
PublishedonJune2011
Brokenbottlesandcharredpiecesofglass
Waddedupnewspaperstossedonthegrass
Pouringofconcreteandtearingouttrees
Thisistheenvironmentthatsurroundsme?

Poisonsandinsecticidessprayedonourfood
Oceansfillingwiththickoilcrude
Allsealifedestinedtoaslowawfuldoom
Thesearethethingswearetoconsume?

Millspumpingoutironexpellingyellowfumes
Airlinesemittingcausticgasesfromfuels
Weaponsofdestructiontestedatdesolatesites
Andthisistheairthat'stosustainlife?

Therehastobesomethingthatsomeonecando
Likeraisetheawarenesstothosearoundyou

Thatifwedon'theedtheproblemathand
It'syourlifethat'satstake,thedestructionofman.

http://www.familyfriendpoems.com/poems/nature/environment/

g.Select5ofthemostimportantexamplesfromlisteandfandtypeaparagraph
(singlespaced)foreachtellingwhytheyaresoexpressiveofthebigideayouselected.

@ClimateRealitysays:Wedonthavetochoosebetweentheeconomyandthe
environment.Retweetifyouagreewith@JustinTrudeau

Ourbigideaisabouttheenvironmentandtheelements.Whentalkingaboutmaintaining
environmentshealthyforall,moneyisusuallyoneofthefirstthingsthatcomesup.Like
@ClimateRealitystates,wedonthavetochoosebetweentakingcareoftheenvironmentand
oureconomy.Infact,themisconceptionmostpeoplehaveisthatit
has
tobeone
or
theother.
Thereality,however,isthatoureconomyisessentiallybasedontheenvironment.Humanityis
stillconsumingnonrenewableresourcesandusingthattobuildwealth.Whensourcesareno
longeravailable,theeffectsontheeconomywillbedire.Inotherwords,thereisnochoice
becausebotharetiedtoeachother.

IfyouFixtheenvironmentthenthatshowyoustartfixingcrimerates!Especiallyin
Youth!@KREAYSHAWN

Theenvironmentonelivesincanreallyaffectthequalityoflifetheywillhave.The
lowerthequalityoflife,themorecrimethereis.Ifyouimprovetheenvironment,then
opportunitiesforabetterlife,andlesscrime,openup.Theyouthoftenhavealotoffreetimeto
occupy.Byteachingthemtheimportanceofcaringfortheenvironmentandthenengagingthem
inactivitiesthatactuallyfixtheenvironment,meanstheywillspendlesstimeinvolvedin
activitiesthatcouldleadtocrime.
WallE
WalleEisamoviecenteredaroundacleanuprobotmanyyearsinthefuture.Oneofthe
mainfocusesofthemovieisthewastelandthatEarthhasturnedintothankstohumanity.The
solutionthatthemoviemakesclear,asWallEdashesaroundprotectingthelastplantonEarth,
isconservingtheenvironment.Intheend,WallEalonecannotdothis.Astheendingshowed,it
tooktheeffortofallhumanstostartfightingthenegativeeffectstheyhadcausedtheplanet.

TheLoraxbyDr.Seuss
Thischildrensbookcentersonhumanitysinabilitytorecognizetheeffecttheyare
havingontheenvironment.TheidentityoftheOncelerremainsomittedasherecountsthetale
ofhowhisgreedandneedformaterialthingsintheenddestroyedtheenvironmenthewasin.
EvenwhentheLoraxmadehimawareoftheproblemshewascausingandwhathecoulddoto
fixthem,theOncelerignoredtheadviceuntilalltheanimalsandplantsweregone.Ashetells
thisstorytotheyoungboythathasvisitedhim,hethenrealizesthatbeinginformedmeans
nothingifonedoesnotcare,orisinspired,tomakeachange.
LookOutside
JosieGreveling

Thispoemfocusesonthebeautythatsurroundsusaswellastherealizationthatpollution
willonedayrobourenvironmentsofit.Appreciatingtheenvironmentswehaveisnotenough.
Inordertopreservethemforthefuture,wehavetoputasidedifferencesandworktogether.This
poemmakesclearthatwealthisirrelevant,andhelpingeachotherhelptheenvironmentis
beneficialtoall.

5.

CONSTRUCTINGAVISUALLANGUAGEARCHIVE(8points).
Aswiththeverballanguagearchive,thevisualinformationyoucollectwillprovideinsightinto
howyourselectedideahasbeenexploredbyartists,designers,andothermakersofimagesand
objects.Includeeachofthefollowing:
a.
Typeasubstantiallistofeverydayartifactsorimagesfrompopularvisualculturethat
conveyyourbigideainasignificantway.Thenselectatleast3artifacts/imagesthatconveyina
significantwaytheideayouselected.Fortheseartifacts/images,providehighqualitycolor
copies(3x5orlarger)andgiveadescriptionofthepiecewhatitis,itslocation,medium,
size,etc.

b.
Typeasubstantiallistofworksofartofvariedmediathatconveyyourideaina
significantway.Thenselectatleast3artworksthatconveyinasignificantwaytheideayou
selected.Fortheseartworks,providehighqualitycolorcopies(3x5orlarger)andgivethetitle
ofthework,artist,date,medium,etc.

"ABSOLUTDAHLSEN"UnveiledatSculpturebytheSea,Bondi,Sydney2004Size
4.2m
x1.5mbyJohnDahlsen

TrashPeopleonRecyclingHillArielSharonPark,TelAviv,Israel,2014byHaSchult

MegsPause,OndisplayatGlenhyrstGardensinBrantfordOntarioCanada,Size15fttall
byDaveHind

\
SylvainMeyer,Untitled

SylvainMeyer,Untitled

SylvainMeyer,Untitled

c.
Select3ofthemostimportantexamplesfromlistsaandbandtypeaparagraph
(singlespaced)foreachtellingwhyeachoneissignificantinconveyingthebigideayou
selected.

TrashPeopleonRecyclingHillArielSharonPark,TelAviv,Israel,2014byHaSchult

Thispiecesaysalotaboutwhatisgoingoninourenvironmentandwhathumansaredoingto
affectit.Thepieceisliterallymadeupoftrash.Thevastamountofsculpturescreatedmirrors
theamountofwasteweproduce.Itreallybringsawarenesstotheconsumptionculturewelive
in.Italsobringsawarenesstothefactthatthisisonlythesmallestfractionofthewastewe
produceperperson.

Untitled1

TheimageoftheEarthbeingheldinsomeoneshandsisinstantlyrecognizable,yetstillsaysa
lotaboutusandtheenvironment.TheEarthisourhome,andwedependonitforoursurvival.
However,ourhabitsarerapidlydepletingthesourceswehaveavailable.Althoughwehave
causedanimmenseamountofdamagetoitsresources,humanityisalsotheonlyonescapableof
workingtofixtheproblem.Inthisway,wereallydoholdtheworldinthepalmofourhands.
Untitled3
Thisimageisabitmoregeneric,butitdoesholdmanysolutionstoourenvironmentalproblems.
Oneofthemainreasonswearecausingsomuchdamagetoourenvironmenthastodowithhow
muchnonrenewableresourcesweconsume.Thisimage,however,givesgreatexamplesof
renewablesourcesofenergy.Bothsolarpowerandwindpowercanbeusetosubstitutethe
nonrenewablesusedforelectricity.Hydroelectricpowerisalsoagoodchoice,however,what
renewablemeansinrelationtoitisstilldebatable.Thatbeingsaid,itisabetteralternative
thancompletelynonrenewablesources.

6.

DEVELOPINGANDDOCUMENTINGLESSONPLANS(60points).
TaylarsLesson:
I.LessonNumber,GradeLevels,Title,andDuration:
Lessonnumber:1
th
GradeLevel:6
Grade
Title:Earth:DevastationofDeforestation
Duration:Four50minutesclasses

II.LessonRationale:
Throughthislessonstudentswilllearnabouttheissueofdeforestationandwillpracticehowas
artistswehavesomethingtosayandhavepowerthatwecanuseintheworldaroundus.Iwant
studentstobecomemoreawareoftheimportanceoftakingcareofourworldandevenbecome
awareofthedamageswearecausingtomotherearthandthosearoundus.

III.KeyConcepts:
Thecausesofdeforestation
Theproblemswithdeforestation.
Solutionstodeforestation.
EnvironmentalArt
FoundObjects
IV.EssentialQuestion:
Whatarethecausesofdeforestation?
Whatproblemsdoesdeforestationcause?

Whatarethesolutionstodeforestations?
Whyisthisimportanttous?

V.LessonObjectives:
Studentswillbeexposedtothecausesandproblemswiththedeforestationgoingon
today.
Studentswillbeabletoidentitysolutionstotheproblemsthatoccurfromdeforestation.
Studentswillpracticewaystheycanbringattentiontodeforestation.
Studentswillcreateaprojectgivencertainguidelinesandcriteria.

VI.SpecificArtContent:
PrinciplesofDesign
ElementsofDesign
Balance
Line
Emphasis
Shape
Movement
Direction
Pattern
Size
Repetition
Texture

Proportion
Color
Rhythm
Value
Variety
Unity
MixedMedia
Foundobject
s

VII.Resources&MaterialsforTeacher:
Projector
Slideshowondeforestation,presentinginformationfromthiswebsite:
http://www.livescience.com/27692deforestation.html
https://www.youtube.com/watch?v=7MJZmzOh4Po
http://www.treehugger.com/culture/top5environmentalartistsshakinguptheartworld.html
http://www.huffingtonpost.com/2014/07/15/environmentalart_n_5585288.html

NazihaMestaouisOneBeatOneTree

BarryUnderwoodHeadlands(Outcrop)

ClemsonclaynestbyNilsUdo(2005)

RowanLeaves&HolebyAndyGoldsworthy

Wheatfield:AConfrontation(1982)byAgnesDenes

VIII.Resources&MaterialsforStudents:
Sketchbooks
Pencils
Binders
Foundnaturalmaterial
Paper

IX.InstructionandItsSequencing:
st
1
day
1.Introduction/Motivation:

IwillstartbegintheclasswithanintroductionvideoTheStoryofREDD:Areal
solutiontodeforestation?AfterthevideoIwillshowaPowerPointoverdeforestationand
artistsdealingwithenvironmentalart.AfterPowerPointIwillpresenttheproject.Studentswill
beaskedtocreateanartworkthatbringsawarenesstotheproblemsandcausesofdeforestation.
Theprojectisopenmediaexceptformaterialsusedtomakeitmustbenaturalmaterials,found
materialssuchasleaves,branches,barkandanythingelsefoundfromtrees.Studentswillbe
allowedtousetheirnaturalfoundmaterial,paper,andbinders.Studentswillalsobeaskedto
provideanartistsstatementwiththeirprojectatcritique.
2.GuidedPractice

IwillgobackoverthePowerPointwiththeartiststhatcreateenvironmentalarttogetthe
studentsthinkingaboutwhattheywanttheirpiecetolooklike.Iwillprovidethemwithalistof
questionstoguidethemthroughthethinkingprocess.
1. HowdoIwanttopresenttheissue?
2. WhatmaterialswillIuse?

3. HowwillIusethesematerials?
4. WhatproblemsmayIrunintoandhowwillIaddresstheseissues?
5. AmIconsideringthedesignelementsandprinciplesinmypiece?
3.IndependentPractice

Studentswillbeaskedtoprovidethreeroughsketchesofthreedifferentideasthey
havebeforestartingontheirproject.
4.Closure
IwillremindthestudentsofthequestionsprovidedduringtheGuidedPracticesection
andwillinformthestudentsofthetwoworkdaysprovidedforthemandtheduedateand
critiqueonthefourthday.
5.FormativeEvaluation
Studentswillbegradedontheirfocusduringthepresentationalongwiththeirthree
roughsketches.
6.ClassroomManagementProcedures

Throughouttheclass,Iwillwalkaroundandkeepthestudentsfocusedandontasksby
remindingthemofthequestionstheyresupposetobeconsideringandseeingifanyonehasany
questions.
nd
rd
2
and3
day
1.Introduction/Motivation:
IwillbegintheclassbutrunningthroughtheArtistssectionofthePowerPointone
moretimeandlistingthequestionsthestudentsaretobeconsidering:
1. HowdoIwanttopresenttheissue?
2. WhatmaterialswillIuse?
3. HowwillIusethesematerials?
4. WhatproblemsmayIrunintoandhowwillIaddresstheseissues?
5. AmIconsideringthedesignelementsandprinciplesinmypiece?
2.GuidedPractice
Iwillwalkaroundtheroomwhilestudentsareworkingandmakesureeveryonehasa
planandansweranyquestionsanyonehas.
3.IndependentPractice

Studentswillworkontheirindividualartworks.
4.Closure
Iwillremindthestudentstheyhaveonemoreworkdayandthencritiquewherethey
mustpresenttheirpiecealongwiththeirartist'sstatement.
6.FormativeEvaluation
Studentsmustbeworkingdiligentlyandmakinggooduseoftheworktimeprovidedfor
them.
7.ClassroomManagementProcedures

Throughouttheclass,Iwillwalkaroundandkeepthestudentsfocusedandontasksby
remindingthemofthequestionstheyresupposetobeconsideringandseeingifanyonehasany
questions.
th
4
Day
1.Introduction/Motivation:
Studentswillbeaskedtoturnintheirartiststatementandgivenfiveminutestohangor
displaytheirworkforcritique.
2.GuidedPractice
Studentswillbegiventhelistofquestionsfromthefirstdaythattheyhavetoanswerin
relationtotheirpiece.
1. HowdidIwanttopresenttheissue?
2. WhatmaterialsdidIuse?
3. HowdidIusethesematerials?
4. WhatproblemsdidIrunintoandhowdidIaddresstheseissues?
5. HowdidIconsiderthedesignelementsandprinciplesinmypiece?
3.IndependentPractice
Studentswillhaveactiveparticipationinanconstructiveandrespectfulcritiquewhere
theywillpresenttheirworkandprovideconstructiveopinionsabouttheirclassmateswork.
4,Closure
Aftercritiquestudentswillbeaskedtotakedowntheirpiecesandturntheminonthe
cartformetograde.
5.FormativeEvaluation

Poor

Average

Excellent

FormalAesthetics

Workshowsno
considerationof
theformal
designelements
andprinciples.

ArtistStatement

Studentdidnot Studentturned
turninanartist inanartist
statement.
statement.

Studentturnedinawellthoughtout
artiststatement.

Preparation

Studentdidnot
turninrough
sketchesand
didnotmake

Studentturnedinroughsketchesand
madegreatuseofworktime.

Workshows
Workshowsgreatconsiderationanduse
some
oftheformaldesignelementsand
considerationof principles.
formaldesign
elementsand
principles.

Studentturned
inrough
sketchesand
butdidnot

Concept

gooduseof
worktime.

makeverygood
useofwork
time.

Piecedoesnot
demonstrate
anythoughtout
concept

Piece
demonstratesa
concept
however,lacks
theexecution.

Piecedemonstratesawellthoughtout
conceptthatcomesacrosssuccessfullyto
theviewer.

StudentWorkExample:

Imadethispiecewithbristolboardandfoundleaves.Igottheimagesoftheleavesbyplacing
theleavesonthepaperandplacingapapertowelovertheleavestoprotectthemandthenspenta
fewminuteshammeringeachleafintothepapertoleavetheimpressionandghostimageofthe
leaves.Iwantedthispiecetotalkabouttheharshnessofdeforestationandcreateanimagineof
whatdeforestationisdoingtoourforestswhichiskillingthem.

Hereisanattemptataplasticsculpture.Sincemylessondealswithincorporatingrecycleditems
foundathome,mostofmymaterialsinvolvedplastic,paperandhotglue.Unfortunately,these
didnotmixwellandthepiecehadadifficulttimestayingtogether.Originally,itwassupposeto
standuprightandresembleawaterdroplet,whichalludestowaterpollution.

Iusedrecycledmaterials,plasticbottlesandpapertocreatearecyclinglogosign.Thesolutionto
gettingridofwaterpollutionistostoplitteringanddisposeofmaterialscorrectly.
6.ClassroomManagementProcedures

Iwillkeepthestudentsontaskthroughoutthecritiquebyremindingthemofthe
questionsandremindthemtoberespectfulandcourteous.

X.SummativeAssessmentandEvaluation:

Poor

Average

Excellent

Workshows
no
consideration
oftheformal
design
elementsand
principles.

Workshows
some
consideration
offormal
design
elementsand
principles.

Workshowsgreatconsiderationand
useoftheformaldesignelements
andprinciples.

ArtistStatement Studentdid
notturninan
artist
statement.

Student
turnedinan
artist
statement.

Studentturnedinawellthoughtout
artiststatement.

Preparation

Studentdid
notturnin
rough
sketchesand
didnotmake
gooduseof
worktime.

Student
turnedin
rough
sketchesand
butdidnot
makevery
gooduseof
worktime.

Studentturnedinroughsketches
andmadegreatuseofworktime.

Concept

Piecedoesnot
demonstrate
anythought
outconcept

Piece
demonstrates
aconcept
however,
lacksthe
execution.

Piecedemonstratesawellthought
outconceptthatcomesacross
successfullytotheviewer.

Formal
Aesthetics

XI.InterdisciplinaryConnections:

Thislessonmakesconnectionstoscienceinitsheavyemphasisonlearningand
understandingdeforestation
(E)Organismsandenvironments.Studentswillgainanunderstandingofthebroadest
taxonomicclassificationsoforganismsandhowcharacteristicsdeterminetheir
classification.Theothermajortopicsdevelopedinthisstrandincludetheinterdependence
betweenorganismsandtheirenvironmentsandthelevelsoforganizationwithinan
ecosystem.

XII.References&Resources:
http://www.livescience.com/27692deforestation.html
https://www.youtube.com/watch?v=7MJZmzOh4Po
http://www.treehugger.com/culture/top5environmentalartistsshakinguptheartworld.
html
http://www.huffingtonpost.com/2014/07/15/environmentalart_n_5585288.html

XIII.ArtTEKS
(6.1)Perception.Thestudentdevelopsandorganizesideasfromtheenvironment.Thestudentis
expectedto:
(A)illustratethemesfromdirectobservation,personalexperience,andtraditionaleventsand
(B)analyzeandformgeneralizationsabouttheinterdependenceoftheartelementssuchascolor,
texture,form,line,space,andvalueandprinciplessuchasemphasis,pattern,rhythm,balance,
proportion,andunity,usingartvocabularyappropriately.

(6.2)Creativeexpression/performance.Thestudentexpressesideasthroughoriginalartworks,
usingavarietyofmediawithappropriateskill.Thestudentisexpectedto:
(A)expressavarietyofideasbasedonpersonalexperienceanddirectobservations
(C)demonstratetechnicalskillseffectively,usingavarietyofartmediaandmaterialsto
producedesigns,drawings,paintings,prints,sculptures,ceramics,fiberart,photographic
imagery,andelectronicmediageneratedart.

(6.4)Response/evaluation.Thestudentmakesinformedjudgmentsaboutpersonalartworksand
theartworksofothers.Thestudentisexpectedto:
(A)conductinprogressanalysesandcritiquesofpersonalartworksand
(B)analyzeoriginalartworks,portfolios,andexhibitionsofpeerstoformconclusionsabout
formalpropertiesandhistoricalandculturalcontexts.

XIV.NationalArtStandards

AshleyCameronLesson

UnitTitleandRationale:

Wildfires:TheDamagetoOurAtmosphere

Thislessonwillbefocusingonhowforestfirescontributetogreenhousegaseffectswithin
Earthsatmosphere.Bystudentslearningintheirpriorlessontheoverallunderstandingof
howforestsaredestroyed,theycanbuildupontheseideas.Forestfiresteachstudentshow
theburningoftreesreleaseslargeamountofcarbonmonoxideintotheatmosphere,aswell
asdestructiontotheotherthreeelementswithintheecosystem.

Lesson2

UnitKeyConcepts:

GlobalWarming:Howeachofourelementscontributetoglobalwarming

DestructionofForests:How/whydeforestationoccurs

Air/waterpollution:howthedestructionofecosystemscontributestothepollutionof
Earthsatmosphereandwatersystems.

PowerofArtist:howartistspreadawarenessofenvironmentalissues

CarbonCycle:
Thisseriesofnaturallyoccurringprocesseswherecarbonisexchanged
betweenorganismsandtheenvironmentbecomesunbalancedwhenenvironmentalissues
displaceordisturbthenaturalprocess.

LessonKeyConcepts:

GlobalWarming:forestfirescontributetoglobalwarmingthroughreleaseofcarbon
monoxidegas,causinggreenhouseeffects.

DestructionofForests:environmentalfactorsfromglobalwarmingarecontributingto
moreforestfires.Wildfiretakeoutlargeamountsofforestryinasingleevent

PowerofArtist:howartistHirokoYoshimotousesherartworktospreadawarenessabout
wildfiredestruction.

CarbonCycle:Forestfiresdisturbthenaturalprocessofthecarboncycle

EssentialQuestion:

Whatareforestfiresandwhyaretheyimportant?
Whatisthecarboncycleandgreenhousegases?
Howdotheydisturbthecarboncyclesbalance?
Howcanartistmakeadifferencetoourenvironment?

LessonObjectives:

Thestudentwillbeabletoexplainwhatforestfiresare
Thestudentwillbeabletoexplainwhatthecarboncycleis
Thestudentwillbeabletoexplainwhatgreenhousegaseffectsare
Thestudentwillbeabletoexplainhowourartist,HirokoYoshimoto,usesherarttomake
aresponsetoenvironmentalissues
Thestudentwillbeabletoexplainhowactionpainting,mixedmedia,andsymbolismcan
beusedtocommunicateemotional,personalresponsestorealworldissues
Thestudentwillbeabletoexplaintheirvisualresponsetowildfiresthroughtheirend
project

SpecificArtContent:

Mimickingstyles:howstudentscanlearnaboutnewmediums,techniques,anddevelop
skillsthroughthemimickingofartist.

Watercolortechniques:wetintowet

Studentswilllearnhowtousethewetintowettechniquewithwatercolortocreatevisuals
similartoHirokoYoshimotosartpieces

ActionPainting:howartistuseactionpaintingtocaptureemotions

Mixedmedia:combiningwatercolorwithcharcoalfortheirvisualproject

Balance:howourartistusesbalanceinbothvisualshapesandmaterialstocreatea
successfulpiece

InstructionandItsSequencing:

Day1:

Introduction/Motivation:

(2minutes)Wewillbeginclassbywatchinganexcitingvideoofaforestfirethatwas
capturedingreatvideoquality.Aswell,thevideocontainseducationalcontentaboutthe
destructionofforestfires

FilmingaRagingForestFire
DiscoveryChannel

(3minutes)ClassDiscussion:wewillhaveashortdiscussiononstudentsinitialresponses
tothevideoandforestfires.

Purpose:

Introducestudentstoourmaintopic

Studentswillbeintroducedtovocabularyneededtounderstandideasofenvironmental
effects

Haveexercisesketchestostartdevelopingideasformainproject

Instruction:
(10minutes)Readarticleonforestfireeffectsonclimatechange.Discussmaintopicsof
articlewithclass.
Maintopics:
Wildfirecontributingtoglobalwarming
Howwildfiresdisturbthecarboncycle
Howwildfirescausegreenhousegaseffectsduetocarboncycledamage

(3minutes)WatchYoutubevideooncarboncycle.Thiswillensurestudentsfully
understandhowthecarboncycleworksingeneral,andbeabletoconnectthecontribution
ofwildfires

TheCarbonCyclebyMikeWeintraub
https://www.youtube.com/watch?v=nzImo8kSXiU

(15minutes)Studentswillbegiventimeinclasstomakethreeexercisesketches.These
sketchesmustbeavisualresponseofwildfiredestructionontheecosystemsand
atmosphere.

Resources&MaterialsforTeacher:

FilmingaRagingForestFire
https://www.youtube.com/watch?v=R9tQXY2GNxI

WildfireArticle
https://www.washingtonpost.com/news/energyenvironment/wp/2015/05/14/howmassivewi
ldfirescanactuallywarmtheplanet/?tid=ss_pin

TheCarbonCycle
https://www.youtube.com/watch?v=nzImo8kSXiU

Resources&MaterialsforStudents:
WildfireArticle
https://www.washingtonpost.com/news/energyenvironment/wp/2015/05/14/howmassivewi
ldfirescanactuallywarmtheplanet/?tid=ss_pin
Sketchbooks
Drawingmaterials

GuidedPractice:
TheYouTubevideosandarticlewillbeourvisualguidestointroducingthetopicand
issuestous,andourdiscussionswillhelpfleshoutthoseideas.

ThroughourdiscussionsIwillhaveguidedquestionstohelpstayontaskandanswer
importantideas:

Wildfirecontributingtoglobalwarming
Howwildfiresdisturbthecarboncycle
Howwildfirescausegreenhousegaseffectsduetocarboncycledamage

IndependentPractice:Intheirsketchbooksstudentswillmakethreereponsestothe
materialtheyhaveseenintodayslesson.Studentscanshowmetheirunderstandingand
interpretationofwildfiresthroughthesesketches.

Closure:Iwillleavestudentswiththequestionsof:
Howdoyouthinkartistareabletousearttomakeadifferenceintheworld?
Howdoartisttellastoryand/orexpressemotionsinartwork?

ClassroomManagementProcedures:Haveclassdiscussionswithguidedquestionstohelp
studentskeepontrack.

Studentswillnotberequiredtoleaveroomoruseanydangerousmaterialsforthislesson.

AdaptationsforStudentswithSpecialNeeds:
Studentswithvisual/auditoryimpairmentsmayneedtomovetofrontofroomtoseevideos

Studentswithreadingproblemsmayneedextratimetolookoverarticle.

_________________________________________________________________________

Day2:

Introduction/Motivation:
(5minutes)WewillbeginclassbywatchingaYoutubevideoofourartistHirokoYohimoto
andherartworkrelatedtowildfires

Purpose:
Studentswillbeintroducedtoartist.Thiswillbestudentsexampleofhowartistconnect
environmentalissuestofinearts

Studentswilldiscusshowourartistusesactionpainting,mixedmedia,andbalanceto
makeasuccessfulcomposition

Studentswillpracticewatercolortechniques

Introduceprojecttostudents

Instruction:

(10minutes)Classdiscussiononwhatisactionpainting,mixedmedia,andtheuseof
balanceincompositionsbystudyingourartistwork.

(10minutes)
IntroofProject:StudentswillbeusingartistHirokoYoshimotosseries
Risingfromthe
Ashes
asinspirationfortheirprojecttodevelopbothconceptualandcompositionalskills.
Bycombiningwatercolorandcharcoal,wewillcreateourownversionsoftheseartpieces.
Studentswillusecharcoaltorepresentthebuildofgreenhousegasesintheair. Our
artistusedacombinationofcharcoalandburnedtreeashesforherseriestorepresent
thedevastationofforestfires.

(5minutes)WatercolorDemo:Iwilldemonstrateforstudentsthewetintowetwatercolor
techniquetohelprecreateasimilarstyletoHirokoYoshimotoswork.

(10minutes)Classactivity:Studentswillbegivenpaintingsuppliestopracticethe
wetintowetwatercolortechniques.

Resources&MaterialsforTeacher:

HirokoYoshimotoYoutubevideo:

https://www.youtube.com/watch?v=81PTv1RlU3s

ArticleonHirokoYoshimotosseries:

http://www.vcstar.com/entertainment/350652301.html?d=mobile
Watercolorpaper,paints,brushes
Watercup

Resources&MaterialsforStudents:

Watercolorpaper,paints,brushes
Charcoal
Watercup
DryingRack

GuidedPractice:
Throughourdiscussionwewillconnectenvironmentalissuestoartmaking.Willwill
introduceartconcepts/vocabulary,andhowartisusedasasocialtoolforawareness

IwilldemothewatercolortechniquesostudentscanclearlyseehowitisdoneandsoIcan
answeranyquestionsalongtheway

IndependentPractice:
Studentswillbeabletodevelopbetterunderstandingofconnectionbetweenenvironmental
issuesandsocialartworkthroughclassdiscussions

Studentswillexercisethewatercolortechniquetoshowunderstandingoftechnique.

Closure:Studentswillbeaskedtocleanupandhaveafinalsketchdonefornextclass
period.Theywillusethewatercolortechniquetheylearnedandcharcoaltocreatetheir
finalproject.

AdaptationsforStudentswithSpecialNeeds:
Studentswithvisualimpairmentsmayneedtositatfronttowatchvideoatbeginningof
class
Studentswithmotormovementimpairmentsmayneedhandgriptoolstoholdpaintbrush.
Thewatercolortechniquedoesnotrequirefinemotorskillstocreatedesiredlook.

Day3:
Introduction/Motivation:

(5minutes)Slideshow:Studentswillbeshownashortslideshowwithinspirationalimages
fortheirprojects,includingourmainartist.
Purpose:

Workday:Todayisallaboutworkingonourprojects.

Guidance:Iwillbewalkingaroundroomanddiscussingwithstudentstheirideas.Iwill
trytohelpanystudentswhoarestrugglingtodevelopagoodconcept/compositionfortheir
project

Instruction:
(30minutes)Studentswillbegivenclasstimetoworkontheirprojects.Iwillbewalking
aroundroomtohelpanystudents.

(5minutes)Studentswillcleanupsuppliesanddesk.Placewetpaintingsondryingrack

Resources&MaterialsforTeacher:
Slideshowofinspirationalphotos

Resources&MaterialsforStudents:

Watercolorpaper,paints,brushes
Watercup
Charcoal
DryingRacks
Finalsketches

GuidedPractice:
Iwillbeguidingstudentsthroughtheirconceptandcompositionideas.Theyneedtobe
includingbalance,mixedmedia,andactionpaintingintotheirworktoexercisesomeofthe
lessonsobjectives

IndependentPractice:
Studentswilldemonstratecorrectuseofwatercolortechniques.
Studentswillexplainhowtheirprojectaremakingasocialstatementforenvironmental
issues.

Closure:Studentswillbeaskedtocleanupandbepreparedtofinishandhavecritiquelast
halfofnextclass.

AdaptationsforStudentswithSpecialNeeds:
Studentswithvisualimpairmentsmayneedtomovetofrontofroomtoseeinspiration
photosonslideshow

Day4:
Introduction/Motivation:
(2minutes)ShowmyfinalexamplesofartworksImadebasedoffofYoshimotoswork.

Purpose:
Workday:Todayisallaboutworkingonourprojectsandfinishingup.

Critique:Holdshortcritiquetoseeeveryonesworkandhaveaclassdiscussionofhow
theyexploredbalance,mixedmedia,actionpaintingintheirpaintings.
WewillalsobediscussinghowstudentsfoundinspirationfromYoshimotofortheir
artwork.
Howdoestheirartworkcommunicatetheenvironmentalissueswehavediscussedandhelp
bringawarenesstothis?

Instruction:
(25minutes)Finishupprojectsandbegintodisplaythemaroundroom
(25minutes)Haveinclasscritique

Resources&MaterialsforTeacher:
None

Resources&MaterialsforStudents:

Finishedartworks
Suppliesneededtofinishinclass

GuidedPractice:
Iwillguidetheconversationduringdiscussion,reviewingalltheinformationwehave
learnedduringthislesson,howithascomethroughintheartpiece,andhowsuccessful
theydid.

IndependentPractice:
Studentswillbeabletodemonstratehowtheirartworkconnectstoourlessonsobjectives
andwhattheylearnedfromthisproject

Closure:StudentswillbeabletotakehometheirexercisepaintingsfromDay2andhave
endprojectsbackbynextclass.

AdaptationsforStudentswithSpecialNeeds:
Studentswithvisual/auditoryimpairmentsmayneedtomovetofrontofroomtoartworks
andhearclassdiscussion

FormativeEvaluation:

Grade:

AB

BC

CD

DF

Included
connectionto
wildfire
environmental
issues

Student
demonstrates
clear
connectionsto
environmental
issuesrelatedto
wildfires.
Including:
globalwarming,
greenhouse

Student
demonstrates
good
connectionsto
environmental
issuesrelatedto
wildfires.
Including:
globalwarming,
greenhouse

Studentdoesnot
demonstrate
good
connectionsto
environmental
issuesrelatedto
wildfires.
Including:
globalwarming,
greenhouse

Student
demonstratesno
connectionsto
environmental
issuesrelatedto
wildfires.
Including:
globalwarming,
greenhouse
gases,air/water

gases,air/water
pollution

gases,air/water
pollution

gases,air/water
pollution

pollution

Includedformal
artelements
intoartpiece

Student
demonstrates
clear
connectionsto
formalart
qualities
discussedin
class.This
includes
balance,mixed
media,action
painting,social
artstatements,
environmental
art

Student
demonstrates
good
connectionsto
formalart
qualities
discussedin
class.This
includes
balance,mixed
media,action
painting,social
artstatements,
environmental
art

Studentdoesnot
demonstrates
good
connectionsto
formalart
qualities
discussedin
class.This
includes
balance,mixed
media,action
painting,social
artstatements,
environmental
art

Studentdoesnot
demonstrates
connectionsto
formalart
qualities
discussedin
class.This
includes
balance,mixed
media,action
painting,social
artstatements,
environmental
art

Included
inspiration
fromartist
Hiroko
Yoshimoto

Students
demonstrates
techniquesused
byYoshimoto
withaccuracy

Students
demonstrates
techniquesused
byYoshimoto
fairly

Students
demonstrates
techniquesused
byYoshimoto
poorly

Studentsdoes
not
demonstrates
techniquesused
byYoshimoto

ClassroomManagementProcedures:
Haveclassdiscussionswithguidedquestionstohelpstudentskeepontrack.
Studentswillnotberequiredtoleaveroomoruseanydangerousmaterialsforthislesson.
Sitstudentsaccordinglysothatvideosandslideshowswillbeviewabletoeveryone

InterdisciplinaryConnections:
EnvironmentalScience

XI.References&Resources:
FilmingaRagingForestFire
https://www.youtube.com/watch?v=R9tQXY2GNxI

WildfireArticle
https://www.washingtonpost.com/news/energyenvironment/wp/2015/05/14/howmassivewi
ldfirescanactuallywarmtheplanet/?tid=ss_pin

TheCarbonCycle
https://www.youtube.com/watch?v=nzImo8kSXiU

WildfireArticle
https://www.washingtonpost.com/news/energyenvironment/wp/2015/05/14/howmassivewi
ldfirescanactuallywarmtheplanet/?tid=ss_pin

HirokoYoshimotoYoutubevideo:

https://www.youtube.com/watch?v=81PTv1RlU3s

ArticleonHirokoYoshimotosseries:

http://www.vcstar.com/entertainment/350652301.html?d=mobile

ArtTEKS:

Knowledgeandskills
considerconceptsandideasfromdirectobservation,originalsources,experiences,
andimaginationfororiginalartwork
makejudgmentsabouttheexpressivepropertiessuchascontent,meaning,message,
andmetaphorofartworkusingartvocabularyaccurately.

Creativeexpression
useanunderstandingofcopyrightandpublicdomaintoappropriateimagery
constitutingthemainfocalpointoforiginalartworkwhenworkingfromimages
ratherthandirectobservationorimagination
createoriginalartworktocommunicatethoughts,feelings,ideas,orimpressions
demonstrateeffectiveuseofartmediaandtoolsindrawing,painting,printmaking,
sculpture,ceramics,fiberart,design,anddigitalartandmedia.

Criticalevaluationandresponse
interpret,evaluate,andjustifyartisticdecisionsinartworkbyself,peers,andother
artistssuchasthatinmuseums,localgalleries,artexhibits,andwebsites
evaluateandanalyzeartworkusingaverbalorwrittenmethodofcritiquesuchas
describingtheartwork,analyzingthewayitisorganized,interpretingtheartist's
intention,andevaluatingthesuccessoftheartwork

XIII.NationalArtStandards

Creating:

AnchorStandard#1.Generateandconceptualizeartisticideasandwork.

AnchorStandard#2.Organizeanddevelopartisticideasandwork.

AnchorStandard#3.Refineandcompleteartisticwork.

Responding:
AnchorStandard#7.Perceiveandanalyzeartisticwork.

AnchorStandard#8.Interpretintentandmeaninginartisticwork.

AnchorStandard#9.Applycriteriatoevaluateartisticwork.

Connecting:

AnchorStandard#11.Relateartisticideasandworkswithsocietal,culturaland
historicalcontexttodeepenunderstanding.

YoshiJimenez
Lessonnumber:3
th
GradeLevel:6
Grade
Title:Airisthere:AirPollution
Duration:Four50minutesclasses

LessonRationale
Airissomethingthatstudentsarenotabletosee,outrightitseemsthemost
invisibleofalltheelements.Whenreferringtotheenvironmentasaspace,anaggregatespace
encompassingnotonlylivingandnonlivingorganisms,butalsothenonphysical.Airisthe
elementthatgoesthemostunnoticedandgaseshavetheabilitytofillupspaces.Thereforeitis
themostmalleable,butalsotheoneweneedtotalkaboutinordertoremindstudentsthatairis
there.

UnitKeyConcepts:
theelementsofair,water,earth,andfireandhowtheycreatean
environment,awarenessofspace
LessonKeyConcepts:
air,creatingtheenvironment,awarenessofspace
LessonObjectives:

Studentswillbeabletousetheelementofairinordertoaddanelementof3D
intotheirpieces

Studentswilllearntomakeuseofnegativespace

Studentswillmakeaproblemmoreconcrete
SpecificArtContent
InstructionsandItsSequencing:

Introduction/Motivation:
MartinAzua,adesigner,createdsomethinghecallsAirart
(presentimagesofthisairart).Withouttheairinflatingthelargebagsthe2Dversionseems
flat,butwhenairrunsthroughit,itcreatesabeautifulspace.WhatIwantthestudents(youall)
tocreateanimagewithinaspace,thatwhenitisfilledwithair,itwillshowofftheimage.(Sort
oflikeahotairballoon,buttransparent)

Purpose:
Thestudentswillhavetotakeintoaccountthattherewillbeaninvisible
elementaddingtotheirwork.Transparencymaybesomethingtheywillbedealingwith,which
meansthattheirpieceneedstointeractwellelementswithin,onandaroundthepiece.Thisnot
onlywillmakethestudentsmoreawareofthespacearoundtheairbubblepiece,butalsohow
thatspaceinteractswiththeirpieceinordertomakeitstrongerorweaker.Thisisabout
transformingasmallpieceofair,whilealsoprovidinganalternativetopaintingsandthinking
aboutstoringthepieceafter.

Instruction:
Day1:
beginwiththePowerPointlectureandinformationonMartinAzua,definewordssuchas
transparent(seethrough,clear),andafterasmalldemowithaclearbagandhowtoputshapes
andformsontheinsidewithpaint,tapeandothermaterials,studentswillgettheopportunityto
sketchouttheirownversion.Iwillencouragestudentstothinkabouttheenvironment,both
naturalandtheirownsocial/homeenvironmentsandhowtheywishtorepresentthosewithinthis
piece.

Day2/3:
Theywillthenhaveclasstocreatetheirownairbubbles,thebagswillbeziplockbags,andwill
beturnedinsideout.Studentswillbepromptedtomakesuretheyarethinkingaboutnegative
space,alsowhatisgoingonwhenthebagisflippedbackover.Day3willbethefinalworkday,
andbagsshouldbeplacedoncones

Day4:Critique,analysenegativespace,aesthetics,

Resources&MaterialsforTeacher:

http://www.martinazua.com/product/airart/
TEDtalkwhereMartinAzuatalksaboutobjects,reactingtoeachother,andtothespacetheyare
within,aswellasthecontactwithnature:

https://www.youtube.com/watch?v=RvheCQnLP9s

Althoughwedonthaveallthematerialswithinthisvideowecanuseittothinkaboutputting
3Delementsintotheobject

https://www.youtube.com/watch?v=r4RxudfF0z4

Resources&MaterialsforStudents:
Studentswillhaveaccesstoacrylicandtempurapaints
Andcolorfultissuepaper,tape,modepodge,brushes
Transparentobjectssuchasplasticbags,andsemitransparentobjectssuchasballoons.

GuidedPractices
Studentswillbeexposedtowhattheproblemis:Airpollutionandgreenhousegases,andhowa
bagcontainingairissimilartotheearthanditsclosedsystematmosphere.
Greenhousegases:gasessuchasCO2thatabsorbthermalradiationfromthesunandreradiateit
backinalldirections

C02alargeconcentrationofthatiscomingfromburningfossilfuels

Demousingscissorstocutoutdifferentaspectsofacity,
IndependentPractice
Sketching/workdays
Closure
Finishupandreflectontheproblem,butalsoprovidingthesolutionandapositive
twist:carbonemissionhavedecreasedinrecentyear,itistheirjobtokeepupthegoodwork.
Alsotheproblembeganwiththeburningoffossilfuels,sowhatarealternativestocombat
creatingmoregreenhousegases?
1)Switchingtosustainableresources:solarpanels,windenergy,
2)Plantmoretrees,showthemthecycleofCO2Oxygenthroughplants

FormativeEvaluation
Rubric

Poor

Okay/Good

Excellent

NegativeSpace

Failstotakeinto
accountthat
negativespaceisan
importantconcept
inthisproject/fills
uptheentire
transparentbag
withshapesand
formswithout
consideringtheir
placement

Makesnoteof
negativespace,but
doesnotuseit
effectivelytoeither
showspace,orasa
wayofcontributing
totheconceptof
showingair
pollution

Effectivelyuses
negativespacewith
agoalandpurpose
contributingtothe
conceptofshowing
airpollution

Addressesproblem

Doesnoteven
addressair
pollution,itfeelsas
ifitisnotrelevant

Showsthatsmall
partoftheproject
areaboutair
pollution

Thewholeproject
addressesair
pollutionwithevery
part

Aesthetics/Overall
Construction

Doesnotlookneat,
failedtoturnbag
insideoutandfillit
withair.

Projectisslightly
neater,butoverall
ismessy.Notall
partscontribute
aestheticallytothe
piece.

Studenttookinto
accountthatthebag
wouldbe
transparent,the
projectisneat,
everyaspect
contributes
aestheticallytothe
piece.

ExampleofStudentwork:
Thispieceisaddressingtheairpollution,andismakinguseofthe
negativespacebetweenthebuildings.Baghasbeenproperlyinflated,andthereareatleastthree
colorsbeingused.

ClassroomManagementProcedures
Studentswillhavetousethreecolorsoftissuepaper,nomorethanthat,theywillalsouseas
manyfounditemsforthepurposeofthisproject.
Studentswillbegincleaning10minutesbeforeclassisover,placingthebrushesusedformodge
podgebythesink(sothatIcancleanthemlater)

Anyscrapsoftissuepaperwillbeplacedinabinthatwillallowstudentstorepurposethepaper
lateron.
Tablesshouldbewipeddownwithawettowel
Bagsshouldbeplacedontheconesprovided

AdaptationsForStudentswithSpecialNeeds

Precutpieces,gluesticksinsteadofmodgepodge

112.16.Science,Grade5,BeginningwithSchoolYear20102011.
(b)Knowledgeandskills.
(9)Organismsandenvironments.Thestudentknowsthattherearerelationships,systems,and
cycleswithinenvironments.Thestudentisexpectedto:
(A)observethewayorganismsliveandsurviveintheirecosystembyinteractingwiththeliving
andnonlivingelements

XII.ArtTEKS
117.117.Art,Grade5,Adopted2013.
(B)createcompositionsusingtheelementsofartandprinciplesofdesignand
(C)producedrawingspaintingsprintssculpture,includingmodeledformsandotherartforms
suchasceramics,fiberart,constructions,digitalartandmedia,andphotographicimageryusing
avarietyofmaterials.

AmparosLessonPlan
I.LessonNumber,GradeLevels:5th,Title,andDuration:
LessonNumber4

5thGrade(elementarylevel)
WaterPollution
Duration:50min.

II.LessonRationale:

Wewantstudentstolearntheimportanceofwaterconservationandthedownfallsofwater
pollution.Studentswilllearnaboutpollution/litteringandtheeffectstheyhaveonthe
environment.Bylookingatsourcesofpollution,studentswillbeawareoftheproblemsgood
waterqualityfacesandhowtokeepthatqualityfromdiminishing.Throughthecreationofa
classprojectusingrecycledwastetheyproduce,studentswillbecomeawareoftheirimpacton
theenvironmentandvisuallycomprehendwhatitmeanstobeoneofthemanywhoproduce
waste.

III.KeyConcepts:

Pollution
Littering
Environment
Composition
Balance
WaterConservation

IV.EssentialQuestion:
Whataresourcesofpollution?
Whataretheeffectsoflittering?
Whatkindofenvironmentsdostudentscomeintocontactwith?
Howdoescompositionaffectoverallpresentation?
Howdoesbalanceimproveapieceofart?
Whatiswaterconservation?
Whataretheeffectsofglobalwarming?

V.LessonObjectives:
Thestudentwillbeabletospecifyanddefinespecificsourcesofpollution.
Thestudentwillbeabletoidentifytheeffectsoflittering.
Thestudentswillbeabletodescribetheenvironmentsthatsurroundthem.

Thestudentwillbeabletoidentifythebenefitsofgoodcompositioninapiece.
Thestudentwillbeabletoidentifyhowbalanceimprovesapieceofart.
Studentswillbeabletodefinewaterconservation.

VI.SpecificArtContent:
Space
RelationshiptoEnvironment
Artasaformofchangeintheenvironment
Creatingpollutionfreeenvironments
Composition
Balance
VII.Resources&MaterialsforTeacher:

Computer(labpreferred)accesstotheinternet
PowerpointonWaterPollution
PowerPointOnWaterPollutionSolutions
WaterPollutionforKidsvideo
WaterPollutionEffectsandtheWaystoReduceitvideo
TheMajesticPlasticBagAMockumentaryVideo

VIII.Resources&MaterialsforStudents:

Computerandaccesstotheinternet
Sketchbook
Photoreferences(optional)
Miscellaneousrecyclablematerials

IX.InstructionandItsSequencing:
Foreachdayofthelesson(seebelow),describethestepsnecessaryinteachingthelesson
content.Thisincludesintroducingtheessentialquestion,thekeyconcepts,anydiscussion
questions,useofsupportingmaterials,instructionsanddemosforstudents,andclassroom
proceduresthatincludehowmaterialswillbedistributedandcollected.Instructionfocuseson
facilitatingwhatthestudentswilldoduringthelessonandinrelationshiptotheessential
question.Besuretoselectandvaryinstructionalstrategiesappropriateforyourunit(i.e.
demonstration,presentation/lecture,classdiscussion,audio/visual,individualwork,collaborative
groupactivities,fieldtrips,games,studentresearch,visualdisplays,...etc).Planeachday
usingthefollowingsixpartframework:

DayoftheLesson
(Day1)
1. Introduction/Motivation:


ThekeyconceptsfortodaywillbePollutionandLittering.Theessentialquestionsfortodaywill
be:1.Whataresourcesofpollution?2.Whataretheeffectsoflittering?Thelessonobjectives
willbe:1.Thestudentwillbeabletospecifyanddefinespecificsourcesofpollution.
2.Thestudentwillbeabletoidentifytheeffectsoflittering.

Fortodayslesson,Iwillstartoffbytalkingtomystudentsaboutpollutionusingthe
PowerpointonWaterPollutionalongwiththeWaterPollutionforKidsvideo.

2.
GuidedPractice

Afterthepresentationandvideo,theclassroomwillbeopentodiscussionandfiguring
outwaysinwhicheachindividualpersonpollutes.
3.IndependentPractice

Afterthediscussion,studentswillbeintroducedtotheproject.Fortheproject,students
willbecollectingtheirrecyclabletrashforandbringingitintoclass.Thefinalpiecewillbea
groupsculpture,sostudentswillbelefttobrainstormindividualideasforthisprojectfirstand
lefttowriteintheirsketchbooksthedifferentmaterialstheycoulduseforsaidproject.
4.

Closure

Asahomeworkassignment,theywillbelefttothinkovertheprojectandgather
materials.Fornextclass,studentsshouldbringinatleastafewrecyclableitemseachtostart
preparingfortheproject.
5.

FormativeEvaluation
Inordertomakesurestudentsareontask,Iwillwalkaround,makingmyselfavailabletothem
foranyquestionstheymighthave.
6.

ClassroomManagementProcedures

Studentsaretokeeptheirhandsandfeettothemselvesatalltimes.Duringbrainstorming,
conversationisallowed,butshouldnotdriftfromthetopic.

DayoftheLesson
(Day2)
1.Introduction/Motivation:

.
ThekeyconceptfortodaywillbeEnvironment.Theessentialquestionwillbe:Whatkindof
environmentsdostudentscomeintocontactwith?Thelessonobjectivewillbe:Thestudentswill
beabletodescribetheenvironmentsthatsurroundthem.Inordertogettheirinterests,Iwillask
forstudentstobringtothefronttherecyclablematerialstheywereabletogatherfromhome.In
ordertomakethemrealizetheimpactmultiplepeoplewiththesamethinkingofitsjustonce

pieceoftrash,whatharmcanitdo?,studentswillcollectallrecyclablesintoapileinfrontof
theclassroom.Nowtheywillhaveavisualoftheeffectsoflittering.

2.GuidedPractice

Tointroduceenvironments,Iwillopenupadiscussionmakingstudentsquestionthe
differentkindsofenvironmentstheyencounteronadaytodaybasis.ThenIwillintroduce
aquaticenvironmentsandhowtheyareimpactedbywasteproducedonland,whichwillrefresh
theirmemoryfromtheirpreviousday.Toleavethemwithabitofcuriosity,theywillbetasked
toconsiderhowtheirenvironmentswoulddifferiftherewasmorepollutionaroundthem.
3.IndependentPractice

Oncediscussionhasconcludedtheywillbelefttobrainstormagainfortheclassproject,
however,thistime,theymustconsidertheeffectspollutionhasonwater.Somehow,their
designsmustmaketheconnectionbacktoproblem.
4.Closure

Onceagain,studentswillbeaskedtofinalizetheirdesignsandgathermorematerialsfor
thenextday.
5.

FormativeEvaluation
Inordertomakesurestudentsareontask,Iwillbeavailableforquestioning,butalsotooffer
adviceondesigns.
1. ClassroomManagementProcedures

Studentsaretokeeptheirhandsandfeettothemselvesatalltimes.Duringbrainstorming,
conversationisallowed,butshouldnotdriftfromthetopic.

DayoftheLesson
(Day3)
1.Introduction/Motivation:

ThekeyconceptsfortodaywillbeCompositionandBalance.Theessentialquestionswillbe:1.
Howdoescompositionaffectoverallpresentation?2.Howdoesbalanceimproveapieceofart?
Thelessonobjectiveswillbe:1.Thestudentwillbeabletoidentifythebenefitsofgood
compositioninapiece.2.Thestudentwillbeabletoidentifyhowbalanceimprovesapieceof
art.
Astheywalkinthedoor,studentswilldeposittheirrecyclablesandwatchastheeffectsof
litteringcontinuetogrow.

2.GuidedPractice

Afteraquickdiscussionaboutwaterpollutionandconservationtorefreshtheir
memories,studentswillsplitintogroupsofupto4.

3.IndependentPractice

Now,withintheirgroups,studentswillbetaskedtolookattheirdesignsandvoteontheir
favoriteone.Afterroughly10minutesofthinking,studentswillcasttheirvote.Thecriteriafor
anacceptabledesignhastopointtowardwaterpollutioninsomeshapeorform.Studentsmust
alsoanalyzeforbalanceandoverallgoodcompositionwhenselectingartworks.Afterallgroups
havedecided,asaclass,theywillpickthedesigntheylikethemostandthatwillbetheoneto
bebuilt.Therestofclasswillfocusonthemstartingtheprocessofcreatingtheirsculpture.
Studentsmustbringanyothermaterialstheywishtousetoclassthefollowingday.
4.

FormativeEvaluation
Iwillbeevaluatingtodaybasedonhowwelltheyallworkedasateamandontheirevaluationof
balanceandcomposition.Participationismandatory.
1. ClassroomManagementProcedures
6.Studentsaretokeeptheirhandsandfeettothemselvesatalltimes.Duringselection,
conversationisallowed,butshouldnotdriftfromthetopic.Studentsmustberespectfulofeach
otherandofeachothersartworksatalltimes.

DayoftheLesson
(Day4)
1.Introduction/Motivation:

ThekeyconceptsfortodaywillbeWaterConservation.Theessentialquestionswillbe:1.What
iswaterconservation?2.Whataretheeffectsofglobalwarming?Thelessonobjectivewillbe:1.
Studentswillbeabletodefinewaterconservation.

Studentswillcometoclassanddropofftheirmaterialslikethepreviousday.Togive
themmoreinformationonwaterpollution,wewillbrieflydiscusswaterconservation.Thiswill
takethembacktothefirstday,butmoreimportantlywillgetthemtothinkintermsofsolutions
towaterpollution.

2.GuidedPractice

Abriefdiscussionwillbeopenedtothatwaterconservationcanhelpstopwaterpollution
andtheywillsummarizewhattheyhavelearnedthroughoutthecourseofthislesson.
3.IndependentPractice

Theywillusetherestoftheclassperiodtofinishtheirsculptureskeepinginmineboth
balanceandcomposition.
4.

Closure
Beforetheyleave,IwillshowstudentsthePowerPointonSolutionstowaterPollutionalong
withbothWaterPollutionEffectsandtheWaystoReduceitvideo
andTheMajesticPlasticBagAMockumentaryvideo.Thiswillprepthemforthenextlesson.

1. FormativeEvaluation
Studentswillhaveacritiqueandwillbegradedonhowwelltheyworkedasaclass,both
individually,andinagroup.
1. ClassroomManagementProcedures
Studentsareallowedtoengageinfreeconversationwhiledoingtheprojectandduringthe
critique,however,theymustremainrespectfulatalltime.

X.SummativeAssessmentandEvaluation:

Criteria:
Participationin
class/inclass
work

Designs

Partial1

Essential
2

Exemplar
y3

Littletono
participation
:no
participation
orbarely
engagedin
discussions
andwith
teacherdid
littletono
workon
projectin
class

Good
participation:
engaged
somewhatin
discussionand
withteacher
workedon
project
somewhatin
class

Great
participation
:engaged
andactively
gave
feedback
during
discussion
andwith
teacherused
allofclass
time
providedto
workon
project

Designwas
notorwas
barely
completed
Designwas
notoriginal
student
work

Designwas
halfway
completed
Designwas
partially
original
studentwork

Designwasfully
completedDesign
wasoriginal
studentwork

Incorporationof
learned
content/informatio
n

Roleinclass
project
completion

Didnot
attemptto
useany
information
shownin
classbarely
usedany
information

Usedsome
information
presentedin
classforthe
project

Playedlittle
tonorolein
classproject
completion

Somewhat
participatedin
completionof
classproject

Maximizedthe
amountof
informationshown
inclassforthe
project

Playeda
significant
roleinclass
project
completion

Total
/12=FinalGrade

XI.InterdisciplinaryConnections:
111.7.Math,Grade5,Adopted2012.
(b)Knowledgeandskills.
(1)Mathematicalprocessstandards.Thestudentusesmathematicalprocessestoacquireand
demonstratemathematicalunderstanding.Thestudentisexpectedto:
(A)applymathematicstoproblemsarisingineverydaylife,society,andtheworkplace
(B)useaproblemsolvingmodelthatincorporatesanalyzinggiveninformation,formulatinga
planorstrategy,determiningasolution,justifyingthesolution,andevaluatingthe
problemsolvingprocessandthereasonablenessofthesolution
(C)selecttools,includingrealobjects,manipulatives,paperandpencil,andtechnologyas
appropriate,andtechniques,includingmentalmath,estimation,andnumbersenseasappropriate,
tosolveproblems
112.16.Science,Grade5,BeginningwithSchoolYear20102011.
(b)Knowledgeandskills.
(9)Organismsandenvironments.Thestudentknowsthattherearerelationships,systems,and
cycleswithinenvironments.Thestudentisexpectedto:
(A)observethewayorganismsliveandsurviveintheirecosystembyinteractingwiththeliving
andnonlivingelements
(C)predicttheeffectsofchangesinecosystemscausedbylivingorganisms,includinghumans,
suchastheoverpopulationofgrazersorthebuildingofhighways

XII.References&Resources:

H.(2010).TheMajesticPlasticBagAMockumentary.RetrievedMay07,2016,from
https://www.youtube.com/watch?v=GLgh9h2ePYw
Preventionandsolutionstowaterpollution.(n.d.).RetrievedMay07,2016,from
http://eschooltoday.com/pollution/waterpollution/preventionofwaterpollution.html
S.(2015).WaterPollutionforKids.RetrievedMay07,2016,from
https://www.youtube.com/watch?v=93BqLewm3bA
S.(2015).WaterPollutioneffectsandthewaystoreduceit.RetrievedMay07,2016,from
https://www.youtube.com/watch?v=KqZihghcMJA

XIII.ArtTEKS
(b)Knowledgeandskills.
(1)Foundations:observationandperception.Thestudentdevelopsandexpandsvisualliteracy
skillsusingcriticalthinking,imagination,andthesensestoobserveandexploretheworldby
learningabout,understanding,andapplyingtheelementsofart,principlesofdesign,and
expressivequalities.Thestudentuseswhatthestudentsees,knows,andhasexperiencedas
sourcesforexamining,understanding,andcreatingartworks.Thestudentisexpectedto:
(A)developandcommunicateideasdrawnfromlifeexperiencesaboutself,peers,family,
school,orcommunityandfromtheimaginationassourcesfororiginalworksofart

XIV.NationalArtStandards
EnduringUnderstanding:Peoplecreateandinteractwithobjects,places,anddesignthatdefine,
shape,enhance,andempowertheirlives.EssentialQuestion(s):Howdoobjects,places,and
designshapelivesandcommunities?Howdoartistsanddesignersdeterminegoalsfordesigning
orredesigningobjects,places,orsystems?Howdoartistsanddesignerscreateworksofartor
designthateffectivelycommunicate?

Identify,describe,andvisuallydocumentplacesand/orobjectsofpersonalsignificance

Lesson#5
I.LessonTitleandRationale:
FindingaSolution
Withinthislesson,studentswillbegivenanopportunitytousewhattheyvelearnedthepast
fourlessonsandpracticetheirpowerasartiststovoiceandpromotechange.

III.LessonKeyConcepts:
Studentswillbeintroducedtotheirpowerandvoicesasartists.

IV.EssentialQuestion:
Whatcanyoudoasanartistsforcurrentissues?
Whatkindofsocial/physicalchangeorawarenesscanyoubring?
Howcanyoupresentyourworkinawaytobringawarenesstotheseissues?

V.LessonObjectives:
Studentswillconnecttheelementsofdesignwiththeelementsofnature
Studentswillmakeconnectionsinordertoprovidesolutionsfortheissuespresented
inpreviouslessons

VI.SpecificArtContent:

PrinciplesofDesign
ElementsofDesign
Balance
Line
Emphasis
Shape
Movement
Direction
Pattern
Size
Repetition
Texture

Proportion
Color
Rhythm
Value
Variety
Unity

BackgroundKnowledge
ArtActivism

VII.InstructionandItsSequencing:
Day1:Introduction/Motivation:

Teacherwillpresentapowerpointofartactivists,demonstratingtothestudentsthe
powerthattheycanachieveasartists.Includedinthepowerpointwillbeanoverviewofthe
problemsandsolutionsalreadydiscussedinclassonEarth,Fire,Air,andWater.
Purpose:
Studentswillcreateadetailedsketchoftheirproject.
Instruction:
Teacherwillgoover15minuteminutepowerpoint,introducingartactivism,
environmentalissues,andproject.

Resources&MaterialsforTeacher:
Powerpointpresentation.
Projector
Resources&MaterialsforStudents:
Sketchbooks
Pencils
GuidedPractice.
Makingsurethestudentsareconsideringtheproblemsandsolutionsdiscussedinclass
andkeepingthemontaskandfocusedontheirprojects.
IndependentPractice:
Studentswilldemonstratetheirknowledgethroughtheirfinalproject.
Closure
:
Teacherwillcloselessonwithtellingstudentstocometoclassthenextdaywithneeded
materialsfortheirprojecttoutilizethegiventwoworkdays.
FormativeEvaluation:
Evaluationwillbebasedonstudentssketchesalongwithclassparticipationinthatthey
areutilizingtheirtimewellandworkinghard.

Day2/3:Introduction/Motivation:
Teacherwillbeginclasswithremindingstudentstobediligentandfocusedwhile
workingontheirindividualprojects.
Purpose:
Studentswillworkontheirindividualproject.
Instruction:
Teacherwillwalkaroundclass,checkinginwitheachstudentstoseeiftheyhaveany
questionsorneedanyguidance.
GuidedPractice:
Teacherprovidealistofquestionsontheboardtocontinuetoguidethestudentsintheir
thinkingandproject.
Areyouconsideringoneofthefourelementsdiscussedinclass,earth,fire,air,and
water?

Doesyourprojectprovideasolutionforyourselectedelementsproblem?
Areyouconsideringthecoredesignelementsandprinciples?
Areyoushowinggoodcraftsmanshipinyourproject?
Howwillyoudisplayoradvertiseyourprojecttoprovideawarenesstothisissue?
Closure:
Teacherwillremindstudentsofprojectdeadlineandremindthemtocomepreparedto
critiquewithprojectandartiststatement.Teacherwillalsoremindstudentstheimportanceof

goodcraftsmanshipintheirfinalpieces,statementsandtheirpresentationandparticipationin
critiques.
FormativeEvaluation:
Duringtheworkdays,studentswillbegradedontheirdiligenceandeffectiveuseofclass
time.
Day4:Introduction/Motivation:
Teacherwillbeginbycollectingartiststatementsfromstudentsandthengivestudents
fiveminutestohangordisplaytheirprojectforcritique.
Purpose:
Engageinaconstructiveandrespectfulcritiquewherestudentscanreceivepositive
constructivecritiquesontheirfinalproject.
Instruction:
Nofurtherinstructionwillbegiven.
GuidedPractice:
Teacherwillaidintheconstructivecritiquebycallingonstudentsfortheiropinionon
piecesandaskingtheartistsandviewerparticularquestionstocontributetotheconversation.
Closure:
Studentswillbeaskedtotaketheirpiecesdownandplacethemonthecarttobegraded.
Beforeleavingtheclassroommustbecleanfromtheweeksactivities.
FormativeEvaluation:

Poor

Average

Excellent

FormalAesthetics

Projectdonotdisplay
anyconsiderationof
thebasicdesign
principlesand
elements,alongwith
notbeing
aesthetically
pleasing.

Projectdisplaysa
moderateamountof
considerationofthe
basicdesign
principlesand
elements,alongwith
beingaesthetically
pleasing.

Projectsdisplays
greatamountof
considerationofthe
basicdesign
principlesand
elements,alongwith
beingaesthetically
pleasing.

Solution

Projectdonot
addressasolutionto
oneofthe
environmentalissues
discussedinclass.

Projectprovides
somewhatofa
solutiontooneofthe
environmentalissues
discussedinclass.

Projectprovidesa
greatandwell
thoughtoutsolution
tooneofthe
environmentalissues
discussedinclass.

ArtistStatement

Studentdidnot
provideanartist

Studentprovides
theirartiststatement.

Studentprovidesa
wellthoughtoutand

statement.

fluidartiststatement.

StudentsWork:

DeforestationtoReforestation.
Forthisproject,Iwantedtofocusonthesolutiontodeforestation,therearemanysteps
thatneedtobetakentosolvethedamagesandproblemsthathaveoccurredduetodeforestation,
oneofthemisreforestationwhichinvolvedplantingfortrees.Thefirstimagerepresentsa
pictureofaonceforestthathasbeenburntdownduetodeforestation,andthesecondimage
representsplantingnewlifeornewtreesontopofthoseareastocreateanoasisagain.

CoexistingandCreatingBetterAir:
Thispieceispresentingasolution,ratherthanbecomingadominatingforceagainstnature,we
shouldcoexistwithnature,livingsidebysidewithtrees.Thisalsoshowthattreesshouldgrow
largerthanbuildingsifwewantCO2thathasbeencreatedbyfossilfuelstodiminish.

ClassroomManagementProcedures:
Studentswillbeconstantlyengagedwiththetaskat
hand.Throughoutourpreviouslessonsstructureonhowthelessonispresentedwillprovidea
stableenvironmentforthestudentstoexplorewiththeinteractionsofmediums.

Thefirstdayalongwiththeinformationbeingprovided,studentswillhaveanopportunityto
sketchdetailsabouttheirsolutionpiece.
Thesecondandthirddayswillbeinclasstimeforcreatingthepiece,andiftheyarefinished
early,theywillcontinueontowriteashortreflectionontheirfinalpieceandhowitfitsina
serieswiththepreviousworkscreated.

AdaptationsforStudentswithSpecialNeeds:
Providewithindividualpowerpoints
Aswellasprovideextratime

X.InterdisciplinaryConnections:

111.7.Math,Grade5,Adopted2012.
(b)Knowledgeandskills.
(1)Mathematicalprocessstandards.Thestudentusesmathematicalprocessestoacquireand
demonstratemathematicalunderstanding.Thestudentisexpectedto:
(A)applymathematicstoproblemsarisingineverydaylife,society,andtheworkplace
(B)useaproblemsolvingmodelthatincorporatesanalyzinggiveninformation,formulatinga
planorstrategy,determiningasolution,justifyingthesolution,andevaluatingthe
problemsolvingprocessandthereasonablenessofthesolution
(C)selecttools,includingrealobjects,manipulatives,paperandpencil,andtechnologyas
appropriate,andtechniques,includingmentalmath,estimation,andnumbersenseasappropriate,
tosolveproblems
112.16.Science,Grade5,BeginningwithSchoolYear20102011.
(b)Knowledgeandskills.
(9)Organismsandenvironments.Thestudentknowsthattherearerelationships,systems,and
cycleswithinenvironments.Thestudentisexpectedto:
(A)observethewayorganismsliveandsurviveintheirecosystembyinteractingwiththeliving
andnonlivingelements
(C)predicttheeffectsofchangesinecosystemscausedbylivingorganisms,includinghumans,
suchastheoverpopulationofgrazersorthebuildingofhighways
XI.References&Resources:

(n.d.).RetrievedMay7,2016,from
http://science.howstuffworks.com/environmental/greenscience/bakingsodasaveenvironment.h
tm

(n.d.).RetrievedMay07,2016,from
http://www.telegraph.co.uk/financialservices/utilities/gaselectricity/greenenergytariffshelpe
nvironmentprovidecheapenergy/

Competency050:RelationshipsBetweenOrganismsandtheEnvironment.(n.d.).RetrievedMay
07,2016,from
http://www.bioedonline.org/onlinecourses/educatorcertification/generalist48/competency050
relationshipsbetweenorganismsandtheenvironment/

Epson&theEnvironment.(n.d.).RetrievedMay07,2016,from
http://www.epson.com/cgibin/Store/jsp/Landing/about_us_environment.do?ref=van_environme
nt

Fisher,R.(n.d.).AnInvitationToDOSOMETHINGAbouttheEnvironment.RetrievedMay
07,2016,from
http://www.huffingtonpost.com/reneefisher/aninvitationtodosomethingabouttheenvironme
nt_b_7474822.html

FromManyAnglesToLookAtTheEnvironmentByBrettBuchananBreakingNewsTime|
LiveNews|CurrentNews|FastNewsUS,UK&World.(2016).RetrievedMay7,2016,from
http://www.breakingnewstime.com/frommanyanglestolookattheenvironmentbybrettbuch
anan/

HASchult.(n.d.).RetrievedMay07,2016,from
http://www.haschult.de/action/trashpeople#content

Meg'sPauseArtBee.(n.d.).RetrievedMay07,2016,from
http://www.photoblog.com/ArtBee/2010/08/20/

PresentationName.(n.d.).RetrievedMay07,2016,from
https://www.emaze.com/@AIFOFZFQ/PresentationName

Printmediaandtheenvironment.(n.d.).RetrievedMay07,2016,from
http://www.printpower.eu/Printmediaandtheenvironment

ProtectingTheEnvironmentEcclesiasticalInsuranceOfficeplc.(2012).RetrievedMay07,
2016,from
http://www.ecclesiastical.ca/aboutus/protectingtheenvironment/

SylvainMeyerTransformsElementsofNatureintoBeautifulEnvironmentalArt.(n.d.).
RetrievedMay07,2016,from
http://inhabitat.com/sylvainmeyertransformselementsofnatureintobeautifulenvironmental
art/b2/

TobaccoandtheEnvironment.(2015).RetrievedMay7,2016,from
http://worldportal.org/tobaccoandtheenvironment/

Forest,fire,elks.(n.d.).RetrievedMay07,2016,from
http://www.wallpapersfordesktop.eu/wallpaper,fireforestelks

20012013JohnDahlsen.Allrightsreserved.Nopartofthiswebsitemaybereproducedor
transmittedinanyformorbyanymeanswithoutpriorpermissionbytheartist.Privacy

PolicyDesignbyCleanLinesWebsiteDevelopment.(n.d.).RetrievedMay07,2016,from
http://www.johndahlsen.com/detail_commission/absolut_dahlsen.html

XII.ArtTEKS

117.117.Art,Grade5,Adopted2013
.
(2)Creativeexpression.Thestudentcommunicatesideasthroughoriginalartworksusinga
varietyofmediawithappropriateskills.Thestudentexpressesthoughtsandideascreatively
whilechallengingtheimagination,fosteringreflectivethinking,anddevelopingdisciplined
effortandprogressiveproblemsolvingskills.Thestudentisexpectedto:
(A)integrateideasdrawnfromlifeexperiencestocreateoriginalworksofart
(B)createcompositionsusingtheelementsofartandprinciplesofdesignand
(C)producedrawingspaintingsprintssculpture,includingmodeledformsandotherartforms
suchasceramics,fiberart,constructions,digitalartandmedia,andphotographicimageryusing
avarietyofmaterials.

(4)Criticalevaluationandresponse.Thestudentrespondstoandanalyzesartworksofselfand
others,contributingtothedevelopmentoflifelongskillsofmakinginformedjudgmentsand
reasonedevaluations.Thestudentisexpectedto:
(A)evaluatetheelementsofart,principlesofdesign,generalintent,mediaandtechniques,or
expressivequalitiesinartworksofself,peers,orhistoricalandcontemporaryartists
(C)compilecollectionsofpersonalartworksforpurposesofselfassessmentorexhibitionsuch
asphysicalartworks,electronicimages,sketchbooks,orportfolios.

XIII.NationalArtStandards

Creating
AnchorStandard1:Generateandconceptualizeartisticideasandwork.
EnduringUnderstanding:Creativityandinnovativethinkingareessentiallifeskillsthatcanbe
developed.EssentialQuestion(s):Whatconditions,attitudes,andbehaviorssupportcreativity
andinnovativethinking?Whatfactorspreventorencouragepeopletotakecreativerisks?How
doescollaborationexpandthecreativeprocess?
Combineideastogenerateaninnovativeideaforartmaking.
EnduringUnderstanding:Artistsanddesignersshapeartisticinvestigations,followingor
breakingwithtraditionsinpursuitofcreativeartmakinggoals.EssentialQuestion(s):Howdoes

knowingthecontextshistories,andtraditionsofartformshelpuscreateworksofartanddesign?
Whydoartistsfolloworbreakfromestablishedtraditions?Howdoartistsdeterminewhat
resourcesandcriteriaareneededtoformulateartisticinvestigations?
Identifyanddemonstratediversemethodsofartisticinvestigationtochoosean
approachforbeginningaworkofart.
Responding
AnchorStandard7:Perceiveandanalyzeartisticwork.
EnduringUnderstanding:Individualaestheticandempatheticawarenessdevelopedthrough
engagementwithartcanleadtounderstandingandappreciationofself,others,thenaturalworld,
andconstructedenvironments.EssentialQuestion(s):Howdolifeexperiencesinfluencetheway
yourelatetoart?Howdoeslearningaboutartimpacthowweperceivetheworld?Whatcanwe
learnfromourresponsestoart?
Compareone'sowninterpretationofaworkofartwiththeinterpretationof
others.
Connecting
AnchorStandard10:Synthesizeandrelateknowledgeandpersonalexperiencestomake
art.EnduringUnderstanding:Throughartmaking,peoplemakemeaningbyinvestigatingand
developingawarenessofperceptions,knowledge,andexperiences.EssentialQuestion(s):How
doesengagingincreatingartenrichpeople'slives?Howdoesmakingartattunepeopletotheir
surroundings?Howdopeoplecontributetoawarenessandunderstandingoftheirlivesandthe
livesoftheircommunitiesthroughartmaking?
Applyformalandconceptualvocabulariesofartanddesigntoviewsurroundings
innewwaysthroughartmaking.