Project Title and Brief Overview North Carolina State Thematic Lesson Objectives Teaching / Instructional Art Materials,

duration of the interdisciplinary Standards Content and Procedure: Resources Tools, Equipment&
lesson (how many connections Essential Facilities Needed
days or sessions Questions
will the lesson
take?)

Project 1: Learners will NCES.B.VA.V.1.2  How does the -Recognize features of -Begin by asking students Contemporary artists -Access to
Environment discuss how the natural world natural environment how nature inspires artists. -Mark Iwinski outdoor area
Identity Prints environment has NCES.B.VA.V.1.3  affect humans? -Distinguish and select -How do artists use nature in -Christo -Expert or source
influenced How do your appropriate printmaking their work? -Edith Meusnier material
humans and art NCES.B.VA.V.1.4 natural surfaces -Show PowerPoint -Benjamin Von Wong emphasizing
throughout surroundings -Increase and improve introducing Environmental -Patrick Dougherty science
history, focusing NCES.I.VA.V.2  influence you? printmaking skills Art as a contemporary at connection
on the Can natural through experience movement, contrasting with Articles -water-based ink
contemporary. NCES.I.VA.CR.1  surroundings -Experiment with a traditional landscape painting. More Environmental -newsprint paper
Learner will effect mood or variety of surfaces -Move through several artists Artists -paper for final
take a nature NCES.I.VA.V.3  personality? -Use artistic problem before settling on Mark https://www.huffpost.com/entr prints (consider
walk and find What is solving to develop Iwinski. y/environmental- offering a variety
NCES.I.VA.CX.1.5 art_n_5585288?
organic natural inspiring about solutions to technical -Discuss Iwinski’s ongoing guccounter=1&guce_referrer=a for students to
surfaces to print nature to challenges project printing old-growth HR0cHM6Ly9zZWFyY2gueW experiment
from artists? -Give examples of the stumps. Fob28uY29tLw&guce_referrer with), -ink rollers
Examining the ways environment has -Ask students about local _sig=AQAAAH59- -wooden spoons,
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Interdisciplinar characteristics inspired artists environment, climate, local NGSqCSDU7nXZpZyEJWfiF4
burnishing tools
y connection: of the local - Recognize significant species, etc. GrCRBtyTfaBh6lmGMFdvLlP -wire brush for
Science environment. artists in the -Introduce project, pass out YKMmIX1NV- cleaning surfaces
Ecology Legacy. Environmental Art handouts and rubric USsvBic3TtFuausPXTV9g0slJ -damp rags/ baby
Time. movement and its -Take a preliminary nature 8OtuJtM1CaiNHJwWS_TgRps wipes
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Identity. conceptual root. walk, using guide or printed 0tsgiJoLSUJK15VcfoNMtke
reference to identify trees and Environmental Art
characteristics Overview, Art History
-before printing, set up all Connection
materials in a central location https://www.theartstory.o
and review materials. rg/movement/environmen
Instructor will keep inventory tal-art/
of materials to ensure timely
return. Art Historic Exemplars
-emphasize a “leave no trace” -Stonehenge
mindset -Mound Builders
-Give students brief demo, -Chinese landscape
narrating thought process and painting
identifying potential https://www.widewalls.c
challenges. h/magazine/chinese-
-Students take proofs before landscape-painting
 deciding on a final surface -Monet’s Water Lilies/
-As students are printing, plain air painting trend
direct them to fill out in-
process reflection worksheets. Book
Instructor will also make Identity and the Natural
periodic rounds to check in Environment: The
with students. Psychological
-Leave time on both ends of Significance of Nature.
each printing session for Edited by Susan Clayton
setup and cleanup and Susan Opotow. 2003
-Prompt students to select and
display their most successful
prints for group critique.
-Students will reference
provided questions and rubric
to prompt discussion.
-Students fill out self-
assessment worksheet

Project 2: Learner will NCES.B.VA.V.1.2 How do the -Recognize features of -Expand on environment Students will
Environmental build on project objects in your manmade environment from natural features to Articles select their own
Identity Prints II, 1 and select an NCES.B.VA.V.2.1 environment that influence human manmade features. Environment Shaping items to print
Student object from their reflect or affect emotion and behavior -Ask students how they Identity from beforehand
Selection
personal NCES.I.VA.CX.1.5 your identity? -Distinguish and select cultivate their own https://www.arcgis.com/a and bring them
environment to Do we define appropriate printmaking environment. Ask questions pps/Cascade/index.html? to class
print from. NCES.I.VA.CX.1.5 our surfaces such as: What physical items appid=b9c42eb1a760491 -water-based ink
environment or -Increase and improve are important to you? What 0b5f7e86055a0d159 -newsprint paper
does our printmaking skills physical items reflect your -paper for final
environment through experience identities or represent your Environment Shaping prints (consider
define us? -Experiment with a personality? Identity offering a variety
Can your variety of surfaces -Provide handout for second https://www.sun-island- for students to
Interdisciplinar environment -Use artistic problem printing project. eco-village.com/human- experiment
y Connection: affect your solving to develop -Based on their experience in influence-on- with), -ink rollers
Psychology mood? solutions to technical the last project, ask students ecology/how-does-the- -wooden spoons,
Technology How do challenges to select meaningful items or environment-shape-our- burnishing tools
physical -Give examples of the surfaces to print from. identity.html -damp rags/ baby
objects ways the manmade -During class time, instructor wipes
represent our environment has inspired will ensure station is prepared Manmade spaces
identities? artists and influenced and appropriately stocked https://www.spacesworks
What items do humanity with materials. Note: .com/enviornment-
you view as consider giving this station shapes-identity/
necessities? additional cleanup time
-Students will experiment Pop Culture
with various surfaces and Marie Kondo
participate in peer feedback https://www.youtube.com
and in-progress critiques to /watch?v=9AvWs2X-
improve their technical and bEA
conceptual approaches. Feng Shui
-Instructor keeps students https://www.youtube.com
mindful of deadline and alerts /watch?
class the session before v=uVZY97W83Kw
critique to finish their
-Students select most
successful prints and display
them for critique
-Reflection Discussion:
What contemporary
manmade items will leave
legacies for future
generations? E.g. technology,
architecture.
How does the time we live in
influence what items we find
important?