Art and Environment

Visual Art Curriculum for the 9th Grade

Tyler Anewalt

Art and Environment

This curriculum is a collection of specially designed lessons that are intended to address the relationships of the students and their personal, community, and global environments; with an introduction to the visual arts including techniques and art history specifically for 9th grade students. The overall theme of his curriculum is meant to contain cross curricular connections to earth sciences. Based on a 30 week school year 50 minute class periods meeting 5 times per week Cost Key: $=3$ per student $$=5$ per student $$$=10$ per student

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Unit Earth Earth

Lesson Title Cataloging Nature World History of Trees

Activity Sun Paper Cyanotype, Leaf Rubbings Drawing and Watercolor

Time 2 Week 2 Weeks

6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23

Earth Wind Wind Life Life Water Water Fire Fire Person Person Person Person Community Recycling Eco-Systems Eco Systems Cumulative

Land Art Layers of the Earth Painting Weather Environmental Geometry Growing Plants Oceanic Environments Deep Sea Imagination The Industrial Revolution Pollution Personal Environment Affecting Environments People in Environment Emotion and Environment Imagine Improvement and the Future of Environment Reclaiming and Reusing Natural Eco Systems Urban Eco Systems What Have I Learned?

Inukshuk Rock Sculpture Traditional Landscapes/Scientific Illustrations Impressionist Style Painting Pattern Design & Tessellations Growing Beans, drawing stages of plant life Watercolor Seascapes Scratch Art Impressionist Style Painting Expressionist Style Painting Collage with Found Materials Digital Photo Digital Collage Drawing and Pastel Architectural Drafting Sculpture with Recyclable Materials Realism and Scientific Illustration Surrealist Drawing Open Ended

1 Week 1 Week 2 Weeks 2 Weeks 2 weeks 1 week 1 week 1 Week 1 Week 2 Weeks 1 Week 2 Weeks 2 Weeks 2 Weeks 2 Weeks 1 Week 1 week 1 week

Cataloging Nature
Goal: Bind 5 photograms and 5 rubbings in a book Essential Question: How is nature studied? Recorded?

Activity: students will collect organic material and catalog 10 different kinds of plants, then use their specimens to make rubbings and cyanotype photograms on sun-paper Objectives: students will learn about the kinds of plants in their environment. Students will learn early non-silver photo-graphic processes Resources: Anna Atkins, Bartram's Gardens Materials: Sun-paper/cyanotype chemicals, brushes, glass, wood boards, sink, trays, paper, penciles, cont crayons, newsprint, drying rack, .

Skills Learned

Patience, persistence, construction of a composition, neatness in craft, cataloging information

Responding with wonderment and awe, Remaining open to continuous learning Participation rubric, Completion of assignment

Habit of Mind

Assessment

PA Standards

1.6, 9.1, 9.2

Time/cost

2 weeks/$$

World History of Trees

Goal: Five portraits of trees
Essential Question: What is the relationship of trees and environment?

Activity: Students will catalog specific trees in their own environments and collective environments by drawing and then painting with watercolor Objective: Students will examine the roll of trees in terms of the global environment. Then relate the impotence of trees globally to specific trees in their own environments Students will look at and be inspired by paintings of trees in a range of styles Resources: Nature, books Materials: watercolors, brushes, paper, wood boards, tape

Skills Learned

Patience, listening, using aqueous media, proper care of materials

Listening and understanding with empathy, managing impulsivity,

Habit of Mind

Assessment

Rubric, completion of assignment, written response on cataloged trees

PA Standards

1.4, 9.1, 9.3

Time/cost

2 weeks/$

Land Art
Goal: Inukshuk sculptures and photo
Essential Question: How is art created in different cultures?

Activity: Students will work in teams to create their own Inuktitut rock sculpture and take pictures of stacked rocks Objective: students will learn how art and nature can be blended. Students will understand importance of meaning in the visual arts and describe aesthetic qualities of conceptual artwork

Skills Learned

Precision, patience, team work

Habit of Mind

Resources: Rocks, images, powerpoint

Inukshuk is the tradition of stacking stones to create a landmark. Tradition of native American tribes, specifically in the arctic region of North America. The Inuit, Inupiat, Yupik. The 2010 Vancouver Olympics Inukshuk and controversy over meaning, Students will study photographer and land artist Andy Goldsworthy Materials: rocks, scrap wood, digital camera

Thinking interdependently, gathering data from all senses

Assessment

Team work rubric, written response

PA Standards

9.1, 9.2

Time/cost

1 week/$

Layers of the Earth

Goal: One scientific illustration of earths atmosphere Essential Question: What is global environment?

Activity: students study the layers of the atmosphere and make a scientific illustration of the layers with water-soluble colored pencils and markers Objective: students will learn about the atmosphere and respect importance of the ozone layer and air quality Resources: library, books, images,

Skills Learned

Precision in 2-D representation

Habit of Mind

Striving for accuracy, taking responsible risks

Assessment

Written response and completion, effort and success rubric

PA Standards

3.5, 9.1

Time/cost

1 week/cost $

Materials: water-soluble colored pencils, paper, brushes, watercolor paper

Painting Weather
Goal: One Impressionist style landscape
Essential Question: How can a painting depict atmosphere?

Activity: Students will practice the ability to render atmosphere with acrylic paint/pastel, students will study impressionism and impressionist painting techniques Objective: students will examine the techniques and the depiction of light and atmosphere by traditional modern masters. Students will create an image from research, observation, interpretation Resources: Art Museums, weather reports, art history books, Artstore Materials: Acrylic paint, brushes, pallets, paper

Skills Learned

Brush control, color mixing, to see and to render light, using aqueous media, caring for materials

Habit of Mind

Thinking Flexibly, listening and understanding with empathy

Assessment

Participation rubric, completion, written response

PA Standards

9.1, 9.2, .9.4

Time

2 weeks/$$

Environmental Geometry
Goal: Complete one square and one circular tessellation design Essential Question: How is geometry relate to nature and art?

Activity: students will make tessellations, 2 and 3 color patters Objective: students will be inspired by fractals in nature and recognize mathematical theory present in nature. Students will be introduced to surrealism and the work of M.C. Esher Resources: the work of M.C. Esher, images of fractals, paper cutter, projector, PowerPoint, images Materials: Paper, pencils, scissors, rulers, markers, rulers, paint, brushes

Skills Learned

Precision and following directions, measuring

Habit of Mind

Striving for accuracy, persisting

Assessment

Participation and engagement, completion of written response

PA Standards

9.1, 9.2, 2.9

Time/cost

2 weeks/$

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Growing Plants
Goal: Five drawings of stages of plant growth and one completed color illustration
Essential Question: How can progression/movement be illustrated?

Activity: students will observe and draw plants in stages then combine sketches to complete one drawing that shows the progression of plant growth

Skills Learned

Observational drawing, using aqueous media, gardening

Habit of Mind

Objective: students will show progression and movement through drawing

Students will study and learn from Barcham Gardens Resources: natural resources Materials: Plants, containers, pencils, paper, colored pencils

Persisting, questioning and posing problems, applying past knowledge to new situations Rubric, completion

Assessment

PA Standards

3.3, 4.4, 9.1, 9.3

Time/cost

2 weeks/$$

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Oceanic Environments
Goal: two watercolor seascapes Essential Question: How is beauty found in nature?

Activity: students will study the oceans and tides and will paint water-color seascapes Objective: students will master traditional painting techniques Students will examine the history of painted landscapes and seascapes Students will look at and be inspired by paintings of the Romantics

Skills Learned

Metacognition, making aesthetic choices, painting water

Habit of Mind

Thinking about thinking

Assessment

Engagement rubric, response

Resources: Ocean imagery and seascapes, ArtStore

Materials: watercolors, brushes, paper, masonite, tape

PA Standards

9.1, 9.4

Time/cost

1 week/$

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Deep Sea Imagination

Goal: scratch painting of under water scene Essential Question: Is art imagined or real?

Activity: students will study and imagine underwater environments then create a scratch art painting of their imagined underwater environment Objective: students will be comfortable creating from imagination

Skills Learned

Reductive drawing,

Habit of Mind
Compare inspiration from imagination to inspiration from life, observation, and perception Students will study surrealism and works by Paul Klee Students will examine terms positive and negative space Resources: PMA, Pau Klee notebooks, Artstore, sink Materials: crayons, brushes, tempera paint, craft sticks, soap

Thinking flexibly, creating, imagining, innovating

Assessment

Attitude and Engagement rubric

PA Standards

9.1, 9.2

Time/cost

1 week/$$

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The Industrial Revolution

Goal: Impressionist style paintings
Essential Question: How does industry affect people and environment?

Activity: students will create an Impressionist style painting of an industrial landscape Objective: students will examine the affects of industrialization on environments and convey a feeling through a painting Students will continue the study of landscapes and Impressionist masters and Impressionist techniques Students will study the Industrial Revolution in Europe and see how it impacted European culture through works of the Impressionists Resources: online image databases, ArtStor Materials: Acrylic paint, brushes, canvases

Skills Learned

Imagination, color mixing, conveying emotion

Habit of Mind

Listening with understanding and empathy

Assessment

Engagement rubric, written response

PA Standards

9.1, 9.2, 8.1

Time/cost

1 week/$$

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Pollution
Goal: Expressionist style painting Essential Question: How can art express emotion?

Activity: Student will study expressionism and paint an expressionist style painting responding to the subject of pollution and the environment Objective: students will be exposed to expressive qualities in visual art Students will compare works of Impressionists to works of Expressionists

Skills Learned

Expression

Habit of Mind

Applying past knowledge to new situations

Assessment

Participation rubric, artist statement

Resources: Dirt! the movie, Artstore, PowerPoint

Materials: Acrylic paint, brushes, canvases/craft paper, boards

PA Standards

9.1, 9.2, 9.3, 9.4

Time/cost

1 week/$$

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Personal Environment
Goal: Collage with found materials
Essential Question: What things make up my own environment?

Activity: students will collect things from their own environment collage with collected materials Objective: students will examine their own environments and try to create meaning with found and traditional materials Students will be inspired by contemporary collage artists like Mark Bradford

Skills Learned

reflection, intrapersonal, creating meaning

Habit of Mind

Thinking about thinking

Assessment

Participation, engagement, response

Resources: Art 21: Mark Bradford

Materials: colored paper, masonite, mate medium/glue, found collage materials

PA Standards

9.1, 9.2, 9.3

Time/cost

2 weeks/$

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Affecting Environments
Goal: Digital photo
Essential Question: How can a person change an environment?

Activity: Students examine how people affect environment. Students will collect digital images of environments and people, demonstrating understanding of real and constructed environments Objective: students will examine how they can affect their environment and will learn to use digital media effectively Students will look at and be inspired from popular realist and surrealist images Resources: Salvador Dali Animations and interviews, books, internet images, library Materials: computers, digital cameras

Skills Learned

Use of technology, describing imagery

Habit of Mind

Metacognition, remaining open to continuous learning

Assessment

Participation, response

PA Standards

4.8, 9.1, 9.3

Time/cost

1 week/$$$

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People in Environment
Goal: Digital collage of people in environment
Essential Question: How does an environment affect people and art?

Activity: students will collect and organize images of people, then combine images in a digital collage Objective: students will learn to use technology and will examine how people interact in different environments Students will look at and be inspired by the work of Romare Bearden and other collage artists Resources: Computers with Photoshop, flash drives, internet image search, The work of Romare Bearden Materials: computers, printer, photo paper

Skills Learned

Use of technology, time management

Habit of Mind

Managing impulsivity

Assessment

Rubric, response, completion

PA Standards

9.1, 9.2, 4.8, 3.6, 3.7

Time/cost

2 weeks/$$

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Emotion in Environment
Goal: Pastel drawing of a created environment that depicts an emotion
Essential Question: How can emotion be conveyed through art and environment?

Activity: students will draw and use pastels to depict an environment that conveys an emotion (excluding people/animals) Objective: students will experience how art and environments can create emotion with the use of color, stroke, and intensity Students will examine surrealist paintings by Dali and compare to expressionist works

Skills Learned

Creating emotional and conceptual qualities in art

Habit of Mind

Metacognition, questioning and problem posing

Assessment

Participation Rubric, written response

PA Standards

9.1, 9.2, 9.3

Resources: Image databases, projector Materials: pastels, paper

Time/cost 2 weeks/$$

Imagine Improvement and the Future of Environment

Goal: One completed draft of a man made improvement to an environment

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Essential Question: How can community environment be improved?

Activity: students will imagine improvement for a community environment and create sketches and architectural drafts and schematics from their ideas Objective: students will experience imagining and drafting their ideas to convey ideas Students will look at and be inspired by modern architectural achievements

Skills Learned

Imaginative, intrapersonal

Habit of Mind

Questioning and proposing problems

Assessment

Rubric and explanation to class

Resources: Architectural drawings, Artstore, projector

Materials: paper, pencils, erasers, markers, rulers

PA Standards

9.1, 9.2, 9.3

Time/cost

2 weeks/$

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Reclaiming and Reusing

Goal: Sculpture/Mosaic with recycled materials Essential Question: How can trash become treasure?

Activity: students will create a sculpture or mosaic with found recyclables Objective: students will identify what is recyclable and how to recycle properly. Students will look at the work of Philadelphia artist Isaiah Zagar Resources: Philadelphia Magic Gardens Materials: Masonite, gesso paper, paint, recyclables, hot glue, matt medium

Skills Learned

Conceptual, taking responsibility for projects,

Habit of Mind

Imagining innovating and creating

Assessment

Engagement written response

PA Standards

8.2, 9.1, 4.2, 4.3

Time/cost

2 weeks/$

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Natural Eco-systems
Goal: Colored pencil drawing of eco-system Essential Question: What is an Eco-System?

Activity: students will choose an eco system and create a realist image or scientific illustration of a real ecosystem Objective: students will push their skill in realists drawing and use tradition materials to effectively demonstrate knowledge of subject Students will study the works of Realist painters and scientific illustrations Resources: Earth Science textbooks, internet sources, ecosystem handouts Materials: Paper, pencils, gouache paint, brushes

Skills Learned

Imaginative, creative, research and presentation of information

Questioning and problem solving, taking responsible risks, striving for accuracy

Habit of Mind

Assessment

Active engagement, presentation, 10 facts about eco system 4.6, 7.1, 9.1, 4.3

PA Standards

Time/cost

1 week/$$

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Urban Eco Systems

Goal: Surrealist drawing of urban eco system Essential Question: What is an urban environment?

Activity: Students will envision an urban-eco system and create an image of their ideas Objective: students will learn how to convey ideas visually, students will examine urban environments Students will look at from contemporary artists dealing with urban life Resources: previous project, internet searches, Materials: Paper, pencils, gouache paint, brushes, markers

Skills Learned

Imaginative and interpretative

Habit of Mind

Thinking flexibly, finding humor, applying past knowledge

Assessment

Artist statement

PA Standards

9.1, 7.2, 9.3, 9.4

Time/cost

1 week/$$

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What have I learned?

Goal: Create something that expresses what was learned

Essential Question: What have I learned in this class?

Activity: Students will be asked to reflect upon what what learned in the class and communicate their ideas and feelings in open ended and approved process, or students will demonstrate what they have learned with a series of concept maps and Ven diagrams Objective: students reflect on their experience

Skills Learned

Taking Initiative, Reflection

Habit of Mind

Thinking about Thinking Remaining Open to Continuous Learning Thinking Flexibly Persisting Finding Humor Striving for Accuracy Listening with Understanding and Empathy Gathering Data through All the Senses Thinking and Communicating with Clarity and Precision Thinking Interdependently Creating, Imagining, and Innovating Responding with Wonderment and Awe Applying Past Knowledge to New Situations Questioning and Posing Problems Managing Impulsivity Taking Responsible Risks

Assessment

Written response, Rubric

Resources: previous projects

PA Standards 7.4, 4.8

Materials: everything available

Time/cost 1 week/$$$

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Title
Goal Essential Question

Activity- Students will do Objective students will learn how to

Skills Learned
Habit of Mind

Cultural Connection students will relate to past

Assessment Art/History Multicultural Interdisciplinary Time/cost PA Standards