Curriculum Sketch #3: Landscape Art

Prototype:

Mandala

Destruction: dragging my foot through it.

Analogue and digital mandalas:

Curriculum Sketch: Spirit Collage

Evening for Educators Workshop: Playground

James Mollison’s “Playground”

Your Classroom is a Playground for Art 

Issues: Limited funding for art classrooms and/or schools, limited materials, how to use non-art materials for art

Learning Goals:

1.      Discuss how art making can be fun and productive at the same time

2.      Discover how art making and learning is possible with limited materials

Questions:

1.      What memories do you have of the playground?

2.      How do playgrounds now differ from when you were a child?

3.      What is the purpose or function of a playground? Do kids learn specific skills or is the playground only for play?

4.      What is the difference between play and work?

5.      How can you play in your classroom? How can you accomplish your learning goals while doing so?

6.      Some of the images in the Playground exhibit show school yards without much in them, but the children are still able to play and have fun. How can you still have good art projects and accomplish your learning goals if you have limited materials or funding?

7.      Can it be beneficial to your students to limit the materials they can use for a project? How?

Project: In small groups, design a playground using only the materials given. Think about the structure of your playground: is it purely functional or could it be a work of art that also functions as a playground? Will your playground facilitate learning of specific skills or is it just for play? At the end, we will go around and show off our playgrounds and discuss them.

Materials:

·         Plastic cups

·         Plastic straws

·         Paper

·         Masking tape

·         Scissors

·         Markers

Curriculum Sketch: Drawing

High school show at Springville

Week 3: Art History Lesson

Art History Lesson

Enduring Idea: Identity

Rationale: Students will explore ideas of identity as a compilation of different traits, some that are unique, and some that are caused by outside influences.

Artists/Artworks: Rembrandt, Monet, Matisse, DaVinci, Mondrian, Michelangelo, Van Gogh, Banksy, Chuck Close, Gursky, Robert Rauschenberg, Andy Goldsworthy, Ellsworth Kelly, Cy Twombly, and others.

Key Concepts: History, criticism, aesthetics

Essential Questions:

     How have contemporary artworks been influenced by the works of the old masters?

     What are the similarities between your two artworks? Differences?

     How is your artwork response for this assignment affected by the other two you chose?

Objectives:

Lesson: We will introduce art history and criticism by projecting or pinning up two artworks from different time periods and discussing them in class.

Activities:

     Students will choose two artworks, one contemporary and one from a different period, from a list.

     They will discover the histories of both artworks and record them in their sketchbooks.

     They will practice art criticism by describing, interpreting, and judging, and comparing both artworks by writing their findings in their sketchbooks.

     They will make a final art piece as a response to their two chosen artworks. On the critique day, students will present their piece along with the two others and describe how they responded to them.

Formative Assessment:

     Students have written the histories of the two artworks they chose in their sketchbooks.

     Students have written a criticism of the two artworks in their sketchbooks.

     Their final artwork draws from elements found in the two artworks they chose.

     Their artwork was completed on time for the final critique.

          If a student misses the critique, they must write a couple paragraphs about their art piece and how it was influenced by the two artworks they chose.