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UNIT PLAN TEMPLATE Art ED 3601

The Natural World: And All it Has to Offer

Title of Unit The Natural World: And All it Has to Offer Grade Level Art 7

Teacher Hannah Aubie, Kyra Peake Number of Lessons Lessons: 4

and Classes Classes: 7
Overview of Unit & Rationale

In this unit, students will discover the characteristics of nature and how they can relate to other objects, symbols, and ourselves through a variety of art
techniques. Students will investigate lines, textures, quality, transformations, and organize their perspectives, and forms of one drawing to another. The
students will gain experience with nature by going outside and looking at the nature that is around them. This will be accomplished in our first lesson. It is
in this lesson that students will be going outside for a nature walk to create a mini installation outside. Photographs of this installation will be taken, which
will later be displayed in the final critique. Students will use their best observation skills to see nature and its uses within the art world. Nature can be used
in many ways when creating art. Many artists over the years have used nature as the subject for their work. Nature has much to teach us about texture,
colour, line, value, shape and so on. Students will have the opportunity to explore art objects in various ways with various mediums. For example, students
will be using nature objects, pencil, and clay to create works for this unit. Not only will students be able to go outside and create artwork, but they will also
be able to bring this experience of nature with them into the classroom. After this experience students will produce drawings, and sculptures in relation to
nature. We want the students to think about the colours, and the feelings that they have while they are in the presence of nature. We want students to think
about this question-What do you admire about nature and how do you feel connected to it? They’ll look at natural objects and use their imaginations to
redesign new possibilities for their unique style of art while focusing on their relationship with nature. For example, in this unit students will use nature
objects found outside to create a mini installation. The intended questions for the students to answer by the end of the unit will be- How can you use nature
to express yourself through your artwork? What is the value of nature in art? How can you use your imagination when observing nature, and how can you
use it throughout your artwork? We want students to think about the world around them and nature but also think about how they are connected to nature.
Nature is in our everyday life but we often do not take time to appreciate or reflect on nature. We hope that students can use this opportunity to express
themselves through the use of the natural world. At the end of the unit reflection and critiques will be addressed. Students will have the opportunity to
better understand the role of critiques in the classroom and utilize vocabulary words to talk about their work. We will also be addressing how to learn from
critiques. Being a part of an art critique will help students grow as individuals. Critiques will help students learn that other artists' opinions, and
conclusions can be helpful to an artist to see what they couldn't alone. Conclusions from others can aid in the development of an artwork. Everyone has a
different perspective and idea about art, and its meaning. We want the students to consider more profound thoughts, ideas, and opinions about artworks.
Overall after the unit is over we hope that students are able to better appreciate nature and its connection to the arts. Nature has been the inspiration for
many artists over the years and continues to be a fruitful place to feel inspired.

Statement of Inquiry/Unit Question

How can you use nature to express yourself through your artwork and what is the value of nature in art?

Alberta Program of Study

GLE Drawing:
SLE: Investigate - Students will select and identify line, value, and texture in the natural and man- made environment for image making. A. Lines can vary in direction,
location, quality, emphasis, movement and mood B. Value in drawing is affected by the qualities of surfaces and the qualities of light C Texture as the character of a
surface can be depicted in drawing by the arrangement of lines and marks

GLE: Composition:
SLE: Organizations-Students will explore the transformation of form in composition: progression, alteration, exaggeration. B Imaginary forms can be created by
altering or rearranging parts of images.
Components:
2. Students will experiment with techniques and media within complete composition 2D & 3D
B. relief compositions can be assembled or formed using materials in additive or subtractive ways

GLE: Encounters:
SLE: Impact of Images-Students will search for contemporary evidence relating to themes studied.
C The ways people generate visual works can be influenced by a number of factors.

Summary of Lessons

Lesson 1: The students will begin this unit with a brief art history class on earthworks and land art. Then we will discuss Andy Goldsworthy, Robert Smithson, and
Richard Long. We will have a group discussion on what is nature, as well as a walk outside to grab some nature objects (ex. a leaf). On this walk they will collect items
to create a small installation outside. This installation will be photographed and displayed later in the final critique. They will also discuss how nature can be reflected
through art? What are the possible ways to do so? The students and teacher will go over artist Andy Goldsworthy and discuss what nature objects he used, why the artist
possibly chose them, and what are some ideas the students get from our discussion on Andy Goldsworthy on how to transform nature objects into another object
(brainstorm).

Lesson 2: The students will have a brief review from lesson one, and continue to use the natural objects they found from the first lesson. The lesson will focus on line,
colour, expression, texture, and transformation. The students will also be introduced to artist Andrew Cooper, and how his art is different yet similar to Andy
Goldworthy, Robert Smithson, and Richard Longs work. The students will talk with a partner about their brainstorming about the transformation project. The students
will talk one-on-one with the teacher after brainstorming ideas in small groups. This way the teacher can help students who feel stuck. The students will then start on
their nature object transformation project. They will draw their nature object and transform the object into something else that relates to them.

Lesson 3: The students will focus on the question(s) how they can use nature to depict human experience? and what is human experience? How can our relationships
with nature inform our art making? The students will share with the person beside them why and how nature is important to them and how nature relates to the human
experience (think-pair-share). The students will be using their imagination while in the process of creating clay imprints with their nature objects to further observe the
line, and texture of their nature object from lessons one and two. The teacher will have a clay imprint example ready to show the students and allow time for questions.

Lesson 4: This will be our final lesson of the unit, so the students will go over what a ‘critique’ is and why it is important, and how they are properly done. The teacher
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UNIT PLAN TEMPLATE Art ED 3601

and students will go through a K-W-L chart for the teacher to be able to understand what the students know, what they want to know, and what they’ve learned. The
lesson will be designed for the students to proudly hang up, or display their recent artworks made, and have a gallery walk, making two stars and a wish for each student
in the class. The students will display their three works: mini installation (photo), nature object transformation (drawing), clay imprints (sculpture).
Unit Mapping
Lesson 1 One Class POS Lesson 2 Two POS Lesson 3 POS Lesson 4 Two Classes POS Connection
EARTH ART Connection Classes Connectio Two Connection Critique and Gallery
Artist Study: Andy Studio One: n Classes Walk GLE
Goldsworthy, Robert GLE Nature Object Studio GLE The students will go over Encounters
Smithson, Richard Composition Transformation GLE Two: Composition what a ‘critique’ is and SLE’s
Long. s Drawings Clay s why it is important, and Impact of Images-Students will
Goldsworthy is a SLE’s Materials: SLE’s Imprints SLE’s how they are properly search for contemporary evidence
British artist who Organization Pencil Investigate Components: done. relating to themes studied.
works within nature s Students Paper Students Materials: 2. Students C The ways people generate
creating ‘site specific’ will explore Eraser will select Clay will Materials: visual works can be influenced by
artworks. He uses the the Two nature and identify Rolling experiment Notebook, pencil/pen a number of factors.
natural world to transformati objects from the line, value, Pins with
produce sculptures that on of form previous class. and texture Water techniques Activity: A K-W-L chart
he then takes photos in in the Two nature and media for the teacher to be able
of. Goldsworthy has composition: Lesson natural and objects within to understand what the
been working since progression, Procedures: manmade from the complete students know, what they
1985-present. alteration, Direct environmen previous composition want to know, and what
Smithson worked in exaggeration instruction t for image class 2D & 3D they’ve learned. The
the 1960s and 1970s . discussion about making. B. relief lesson will be designed for
and was known for B Imaginary nature and A. Lines Think compositions the students to proudly
being a land artist. One forms can be transformation can vary in Pair Share can be hang up, or display their
of his most famous created by of objects. direction, Activity: assembled or recent artworks made, and
works is titled Spiral altering or How can we location, How can formed using have a gallery walk,
Jetty from 1970. rearranging express quality, you use materials in making two stars and a
Smithson is known for parts of ourselves emphasis, nature to additive or wish for each student in
creating works within images. through nature? movement depict subtractive the class.
nature. and mood human ways
Long is a land artist Introduce the B. Value in experience Resources:
from the UK. He has project that will drawing is ? Pre-made K-W-L chart
an extensive career be drawing these affected by Have made on a white board,
with various nature objects the students and ready for the teacher
exhibitions all over the and transforming qualities of share with and students to go
world. His work them into surfaces the person through.
mainly focuses on another object and the beside Using the chart will help
sculpture and he has that relates to qualities of them why us to understand where
done some earth works yourself. light nature is each student is at with the
which leave ‘minimal Students will C Texture important concept of critique.
invasive marks.’ need to use their as the to them Students will have to
Resources: observation character of and how carefully observe each
http://www.artnet.com skills to look a surface nature other's work to best reflect
/artists/andy- closely at the can be relates to DBAE on the works. Students DBAE Connections
goldsworthy/ object to best depicted in the human Connections will also have a chance to Art Criticism
https://www.khanacad depict the object. drawing by experience. Art Making talk about their own work Aesthetics
emy.org/humanities/ar Once the object the Art Criticism and get more familiar with Literacy
t-1010/post-war- is drawn arrangemen Direct (Engage, art vocabulary. (Have the (Observe, Reflect)
american- students can t of lines Instructio Observe) vocabulary posted on the
art/minimalism-and- embellish on and marks. n: Go over board so students are able
earthworks/v/the-case- DBAE that object and DBAE the clay to use these words while
for-land-art Connection create it into a Connectio project speaking and writing.
https://www.britannica s new object that ns with
.com/biography/Rober Art History relates to Art History students. Students will be critiquing
t-Smithson Art Making themselves. Art Making We will be all projects competed in
https://www.britannica Throughout this Art creating the unit: mini installation
.com/art/Western- process we will Criticism clay (photo), nature object
painting/Institutional- make sure to (Observe, imprints transformation (drawing),
critique-feminism-and- stop the students Express, with our clay imprints (sculpture).
conceptual-art-1968- while they are Reflect) nature
and-its- working so they objects. VOCABULARY:
aftermath#ref1217762 are able to Line
http://www.richardlon reflect on what Clay will Shape
g.org/ they are doing. need to be Colour
https://www.theartstor Why did you rolled out. Shades
y.org/artist/long- choose to Then the Expression
richard/ transform your object will Contrast
object into this? be laid on Texture
Lesson Procedure: What are you top and Value
Direct Instruction on a going to do rolled into Space
brief history or Earth next? Make sure that clay. Pattern
works and Land Art. to have students Then take Balance
Then introduce artists stand back from the object Repetition
Goldsworthy, their work. off the clay
Smithson, and Long. and see the
Discussion about their Show examples imprint left
works and their impact of drawings that behind.
on nature. have been Once the
Activity: Take class transformed. clay is dry
outside in the school we will be
yard and have students Resources: painting
collect different nature https://theartling.c our
objects. (Rocks, om/en/artists/andr imprints.
leaves, grass, etc.) ew-cooper/ Think
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UNIT PLAN TEMPLATE Art ED 3601

Then have students use about the

these objects to create colours
their own small that you
installation outside. would like
Photograph these to do. Are
installations. Then there any
have students pick two patterns
of these nature objects that you
to bring inside. These want to
objects will be used use?
for the next class. Look
These photographs closely at
will later be shown in the imprint
the final critique and left behind.
discussed alongside What do
other works. the lines
look like?
How are
these lines
different
from the
lines that
you drew
in your last
project?
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UNIT PLAN TEMPLATE Art ED 3601

UNIT : THE NATURAL WORLD: AND ALL IT HAS TO OFFER

LESSON PLAN NATURE OBJECT TRANSFORMATION
Grade: Art 7 Lesson Title: Nature Object Transformation Lesson Duration:
70 min

Overview of lesson.

We will be introducing a project that will be drawing nature objects that were collected from the previous class and transforming them into another object that
relates to the students. The students will choose what object they want to transform the nature object into. Students will need to use their observation skills to look
closely at the object to best depict the object. Once the object is drawn students can embellish on that object and create it into a new object that relates to
themselves. Throughout this process we will make sure to stop the students while they are working so they are able to reflect on what they are doing. Why did you
choose to transform your object into this? What are you going to do next? Make sure to have students stand back from their work. We will take the students
through examples and steps so that we can break things down to make it easier for students to understand. Overall we want students to be thinking about their
connection to nature.

Alberta Program of Study: Goals and Objectives.

GLO /GLE: SLO/SLE

● A. Lines can vary in direction, location,

Drawings quality, emphasis, movement and mood
● B. Value in drawing is affected by the
all the ways we record visual information and qualities of surfaces and the qualities of
discoveries. light
● C. Texture as the character of a surface
can be depicted in drawing by the
arrangement of lines and marks.

Discipline Based Art Education (DBAE)

1. Art History/Culture
In this lesson we will be learning about an artist named Andrew Cooper that works with nature in art. We will also look at some other artists that are currently working with the
idea of nature and art. Through learning about artists that are currently working with this theme students will be able to get ideas of how nature in art can be represented. We will
also be showing students examples of this project so that they can get ideas for their own work and see what the project will look like. Learning art history is important for students
to be able to situate themselves within the art world and understand what artworks are out there.
2. Creative Production (Studio)
In this lesson students will be creating a studio work. They will be creating an artwork using a natural object. They will draw the natural object and transform the object into
something that relates to themselves. The students will be learning how to work in a studio setting and how to use various materials. They will also be utilizing skills like
observation.. They will have to closely observe the object to draw it.
3. Art Criticism
While students are working on their studio works they will be asked to stand back from the work and reflect on what they are doing. This is to better inform decisions when
working on their art and to aid the students in thinking about their work while producing it. They have to think critically about their work to improve their work and understand
their own decision making. Art criticism will be used later on when students critique these works.
4. Aesthetics
Aesthetics will not be used in this current lesson but will be used later in the unit when students critique their studio works. They will have to reflect on their art experiences and
talk about the meaning of their works.
Learning Objectives. Translate the SLE's into learning objectives. Using Stem, directing verb and what is to be learned language. Use Blooms Taxonomy directing words. *Instructional video
in January 14th Class folder reviews this clearly

Students will be able to illustrate a nature object.

Students will be able to adapt their nature object into a new image.

Lesson Guiding Questions: Use Bloom's Taxonomy, directing verbs in the areas of: knowledge, skills and attitudes. Be clear on what type of knowledge/skill/attitudes students are
developing and expected to do. This informs the types of questions you develop. Guiding questions must support this and provoke student thinking and help them understand what they are learning,
why they are learning, what they have already learned, what they still need to learn etc..

1. How can we express ourselves through nature?

2. How do these two objects reflect your personal characteristics?
3. How can you use nature to depict human experience?

Annotated Learning Resources List These must be relevant and age appropriate and from a reliable source. If it is on online resource provide an active link. If it a book, cite the book and
author. Provide 1-2 sentences (annotated) to indicate what the resource is and how it support your lesson/ student learning? *you may have more or less than three resources. It depends on your
lesson. If you are providing material on First Nations, Métis or Inuit, it must be an authorized source, from an Indigenous author or Indigenous community. Beth Cormier in the Curriculum Lab has
many resources to help you. If you are not sure connect with her.

Resource #1: https://theartling.com/en/artists/andrew-cooper/ Cooper is a contemporary artist creating and working out of Evansville Indiana. He creates aesthetic nature and flower art where he is
known for his fresh style of vibrant and bright colored work.. He is also know for his signature "Wildflower" that can be scene on murals around the country.

Resource #2: https://zachtaylor.art/portfolio/gallery/ Minneapolis-based visual artist and registered nurse working in drawing, painting and mixed media. My artistic practice is located at the thematic
intersection of nature and innovation, time and space, body and process. I am inspired to explore the natural world, biology, anatomy and physiology and creative processes through my studio art
practice.

Resource #3: https://www.deviantart.com/overfire/art/Nature-transformation-1896834 This artist transforms leaves into hands to show the idea of how life is interrelational. That nature is like humans
as they are both a part of life and similar to each other. Therefore, the preservation of nature is as important as man's welfare. I used a graphite pencil as the medium.

Resource #4:

Material and Equipment: List: Art supplies, manipulatives, smartboard, online white board etc…What you will use AND, therefore what you will organize ahead of time prior to your lesson

● Paper
● Pencil
● Nature object
● Eraser
● Shading Tools (optional)
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UNIT PLAN TEMPLATE Art ED 3601

Lesson Procedures

Introduction (10 min.):

Last class we went outside and used nature objects to create a small installation. How did this make you feel? Did you enjoy creating these installations? How can nature be
reflected through art? (Something we discussed last class.) How can you express yourself through nature in other ways? Let’s discuss a little with our partner quickly and answer
these questions, then come back as a class and discuss.

Now we can pull out our nature objects from last class and start working on our piece. (Nature objects were collected last class while we were outside creating our installations.)

Body (45 min.)

Steps and Procedures: Formative Assessments Type/Name:

Where Assessment Occurs/Purpose of assessment

Activity #1:Explaining Studio Project [Direct Instruction/Active
Learning] (20 min)
Now that we have our nature objects out let’s take a moment to look
really closely at them. Everyone holds up one of your objects and looks
at it really closely, every groove, every line, every colour. Now that we
have had time to observe let’s write down in our sketchbooks what we
see. Very quickly write down the first three things that you see.
With these nature objects we will be creating a drawing. We will first
be drawing the object by observing the object. After that we will
transform the object into something new that relates to you and who
you are. For now let’s focus on drawing our nature objects to the best
of our ability.
● Think-pair-share: The students will learn about natural objects in our
environment, and be asked to think about how and what idea could be used to reflect
them and how they connect with that nature object, and why? Then they can pair up with
someone in class and discuss what they chose and why. When everyone groups back
together students will be asked to share the nature object they choose.
● In-class discussion: The students and teacher will all discuss the relationship we
have as humans on/with this earth and how we connect and can relate to natural objects
around us. How we can imagine ourselves and feel about transformation, and growth.
● Exit slip: The students will get a sticky note and briefly write down what kind
of lines and textures that they saw in their objects that come from nature. Then they will
stick it on the white board for the teacher to retrieve after the class with their name on
the sticky note.

Demonstrate how to start drawing the object. Differentiation: Indicate in brief sentences areas of differentiation.

Give the class time to work on drawing their object.
Transition: Now that everyone has drawn their object we will
work on the transformation.
● Choices: Students will be given choices throughout the lesson such as what
colour, and how does the students want to express themselves.
● Examples: The students will be given examples for them to observe, research,
and study for more information on this lesson.

Activity #2: Transformation Studio Time and Presentation [Direct ● Discussions: The students can discuss amongst themselves as well as time to
Instruction/Active Learning] (25 min) ask questions about anything they’re confused by.

Now that we all have our objects drawn let’s look at some examples of
how other people have transformed their nature objects. We will also
look at examples of other artists who have used nature in their art
works.

Show the presentation to students so they can get a better idea for their
own work.

After looking at these examples what ideas do you have for your own
work? Share some of your ideas with your partner and brainstorm in
your sketchbook.

While you are working on your brainstorming I will come call you
each one at a time to talk about your ideas. With me you will pick an
idea and we can print out reference images for you to work with.

Now that we have discussed what you will transform your object into
and you have your reference images you have some studio time to
work on your projects.

**Throughout studio time we will be making sure to have students

stand back from their works and reflect on what they are doing and
why.

Transition: Okay let’s come back as a class now to talk about

next class and clean up.

Consolidating ( 5 min )

Before you leave for the day we have to clean up and I want to hand out these sticky notes. On the sticky note I want you to quickly
write your name and how you feel connected to nature. Then come up and stick it on the board. After that you will start cleaning
up.

Clean up ( 10) mins

Now everyone clean up your station. Make sure you bring your nature objects and drawings up front to me so I can store them. Do not forget to put your name on
the back of your work. Pencils and erasers should go back at the back of the room once again. Please have one person at your table bring everything up to me and
another bring the supplies to the back. The others at your table can pick things up off the floor around your desks and throw them out. Then once the bell rings you
can leave!
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UNIT PLAN TEMPLATE Art ED 3601

Reflection

Other Notes