Science

Lesson Content

Five 50-minute classes

Students explore earth science concepts through observation of shadows and how they change over time, thus observing and recording the sun’s path across the sky as the earth rotates each day.

Students will draw each other’s shadows and compare/contrast the shadow to the actual person. Students will then create a still life collection and draw the shadows of their collection repeatedly every five to seven minutes to capture their shadow data and show evidence of the earth’s rotation as the sun moves across the sky.

Objectives:

Students will demonstrate contour drawing.
Students will create a composition using a collection of objects to cast a shadow.
Students will observe and mark the path of the sun through a shadow drawing activity.
Students will demonstrate understanding of how shadows change over time.
Students will discuss how the sun moves across the sky because of the earth’s rotation.
Students will write a three-to-four sentence statement about their artwork.

Basic Lesson Outline:

Introduce the project and share slideshow.
Students will be shown a demonstration of a contour drawing. Students will trace each other’s shadows. Discuss how the shadow differs from the person, how the shadow changes over time and why.
Students are invited to choose four to five different colored pencils and are reminded to use one color to trace all of the shadows of their still life. Students use a new color for each iteration of shadow drawing. Students begin their own drawing.
Students will finalize their drawing, add texture and color, and create an artist’s statement.
Students display their work and artist statement, give feedback and discuss.

Art Supplies:

drawing boards and clips
pencils and erasers
drawing paper
colored pencils (variety of colors)

Other Resources:

Example of shadow drawing created by SVMoA staff
Slideshow to introduce project, related artwork and concepts
Objects for still life collection (students bring objects in to class)

Idaho State Learning Standards:

Arts and Humanities: Anchor Standard 1: Generate and conceptualize artistic ideas and work.

VA:Cr2.1.6a: Demonstrate openness in trying new ideas, materials, methods, and approaches in making works of art and design.

Arts and Humanities: Anchor Standard 2: Organize and develop artistic ideas and work.

VA:Cr2.2.6a: Explain environmental implications of conservation, care, and clean-up of art materials, tools, and equipment.
VA:Cr2.3.6a: Design or redesign objects, places, or systems that meet the identified needs of diverse users.

Science Goal 2.1: Analyze the spatial organizations of people, places, and environment on the earth’s surface.
Objective(s): By the end of Geography-Western Hemisphere, the student will be able to:

6-9.GWH.2.1.1: Explain and use the components of maps, compare different map projections, and explain the appropriate uses for each.
6-9.GWH.2.1.2: Apply latitude and longitude to locate places on Earth and describe the uses of technology, such as Global Positioning Systems (GPS) and Geographic Information Systems (GIS).

Academic Language:

Subject area language: observe, notate/record, evidence, sun’s path/earth’s rotation, perspective, latitude
Art language: color, line, contour, pattern, repetition, shape, movement, perspective, positive and negative space, composition

Student Use of Vocabulary:

Students will use the words when creating their drawings, when writing about their work, and when discussing their projects.

Student Grouping:

Students will work independently.

Instructions:

Day 1 – Introduction

Briefly describe the history of sundials, provide examples of sundials and ask:
o How do sundials work?
o What is a contour (or silhouette)?
Introduce contour drawings and look at shadow drawings (art of others) and ask:
o How was this image created?
o Why does the sun move across the sky?
Discuss artistic language and focus on positive/negative space and composition and ask:
o What is a composition?
o Share tips on a successful composition (balance of positive and negative space, one or two large objects with more smaller objects, etc.)
o What objects will you bring in?
o How do you think the shadow will change?
Discuss project goals and expectations.
Ask students to begin bringing non-fragile items from home to use in their still-life compositions.

Day 2 – Artmaking

Students will draw each other’s shadows using chalk. They will repeat this exercise as many times as possible and ask:
o How does the drawing differ from the actual person?
o How did the shadow change each time you drew it?
Remind students to bring in non-fragile items to use in their still-life composition.

Day 3 – Artmaking

Students will use a drawing board (and clips to hold paper down), their still-life objects and colored pencils, head outside as a class and begin the shadow drawing activity.
In approximately seven minute intervals, have students draw their complete still-life composition outline. Instruct students to choose a new color for each iteration.

Day 4 – Artmaking

To increase visual interest, students will finalize their drawings and add texture and pattern with colored pencils to areas where they notice overlap.
If time allows, students will title their work and begin writing their artist’s statement.

Day 5 – Presentations

Students will finalize artist statement paragraph.
Students will display their artwork and artist statement and participate in a gallery walk where they will observe each other’s works and give feedback to at least two of their peer’s work. Class discusses what they observed in their peer’s work.

Slide Show Outline:

What is a sundial?
o How does a sundial work?
o Why does the sun move across the sky?
Share different sundials around the world over time/history of sundials
How Artists use shadows
o Share the work of various artists who incorporate shadows into their work
Show shadow drawings
o Share samples of other child art made with shadows
Positive and Negative Space
o Ask students what each is and provide explanations as needed
o Share shadow drawings that use positive and negative space differently and ask students to identify which they find more visually interesting
What is composition?
o Explain what composition is to students and how artists choose every aspect that they incorporate into their artwork
o Share examples of shadow art and talk with students about which compositions they find more interesting and what kinds of shapes they will want to include in their still-life collections.
Art Goals
Education Goals
Artist statement question prompts to help students write their own artist statement
Resources

End of Project Artist Reflection and Presentation:

What objects did you include in your composition?
Why did you choose those objects?
What was your strategy when grouping your objects to create an interesting composition?
How did your shadows change? Why?

PDF of LESSON

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Inventing for the Future—Science Sculptures

admin — Fri, 14 Jan 2022 21:54:23 +0000

Inventing for the Future—Science Sculptures admin Fri, 01/14/2022 - 14:54

Inventing for the Future—Science Sculptures

January 14, 2022

Lesson Level

8th Grade

Lesson Category

Lesson Content

Six 50-minute classes

In this project, students explore 8th-grade science concepts involving adaptations.

We will discuss as a class how the environment is changing and what adaptations or inventions may be needed in the future. Students will consider issues like forest fires, rising temperatures, clean water, pollution, the food supply chain, etc. They will then sculpt a model of their invention or adaptation. Students will use materials like cardboard, paperboard, plastic containers and lids to construct their models. Students will learn to translate their 2D sketch into a 3D model.

Objectives:

Students will brainstorm at least three different ideas of possible adaptations or inventions that could help humans in the future
Students will determine which idea they will pursue
Students will fully draw their idea from two different angles to get a better understanding of the objects full form (translation from 2D to 3D).
Students will sculpt a 3D model of their adaptation.
Students will write a three-to-four sentence statement about their artwork

Basic Lesson Outline:

Introduce the project and share slideshow.
Students will determine their adaptation/invention and draw it from two different angles to better understand its form (translate from 2D to 3D)
Students will begin sculpting their idea
Students finalize their sculptures
Students display their work and artist statement, give feedback and discuss

Art Supplies:

extra blank paper for drawing idea from two angles
pencils and erasers
scissors
Xacto knives
cardboard pieces and paperboard pieces
masking tape/duct tape
cardboard tape and sponges
hot glue sticks and gun
(encourage students to bring items from home to add to the supplies)

Other Resources:

PowerPoint slideshow
Brainstorming worksheet
Final drawing worksheet

Idaho State Learning Standards:

Arts and Humanities: Anchor Standard 1: Generate and conceptualize artistic ideas and work.

VA:Cr1.1.8a: Document early stages of the creative process visually and/or verbally in traditional or new media.

Arts and Humanities: Anchor Standard 2: Organize and develop artistic ideas and work.

VA:Cr2.1.8a: Demonstrate willingness to experiment, innovate, and take risks to pursue ideas, forms, and meanings that emerge in the process of artmaking or designing.

Science Objective(s):

MS-LS2-4. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
MS-LS2-1. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.
MS-LS2-5. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.

Academic Language:

Subject area language: adaptation, invention, environment, observation
Art Language: sculpture, form, 2D, 3D, model

Student Use of Vocabulary:

Students will use the words when creating their sculptures, when writing about their work, and when discussing their projects.

Student Grouping:

Students will work independently.

Instructions:

Day 1 – Introduction

Introduce the project through the slide show

Show students the work of Leonardo da Vinci and a short video
Also the work of Alexander Calder and a short video
Engage students by encouraging them to critically think and ask:
o How might our environment change in the future?
o What needs might humans have in the future?
Introduce the project goal of sculpting a model of an adaptation or invention for a possible future need
Discuss project expectations
Begin brainstorming at least three different ideas

Day 2 – Artmaking

Students will determine their favorite idea and draw it from two different angles to get a better understanding of the object’s full form (translate idea from a 2D drawing, to a 3D model)

Day 3 – Artmaking

Students are given tips for sculpting with cardboard and begin the sculpting process

Day 4 – Artmaking

Students continue working on their sculptures

Day 5 – Artmaking

Students continue working on their sculptures

Day 6 – Presentations

Students will write artist statement paragraph
Students will display their artwork and artist statement and participate in a gallery walk where they will observe each other’s works and give feedback to at least two of their peer’s work. Class discusses what they observed in their peer’s work

Slide Show Outline:

Show the work of Leonardo da Vinci and Alexander Calder
Discuss the design process compare/contrast to the artistic process
Share project goals
What is sculpture?
Brainstorming
Our Design Process
Translating from 2D to 3D with drawings
Planning and materials
Sculpting tips
Artist statement question prompts to help students write their own artist statement
Resources

End of Project Artist Reflection and Presentation:

What is your sculpture called?
Your sculpture is a model of an invention, what does your invention do?
What materials did you use to construct your model?
How does it help people?
Why is this important to you/Why did you choose this invention?

PDF of LESSON

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Environmental Found Object Sculpture

admin — Fri, 14 Jan 2022 21:32:36 +0000

Environmental Found Object Sculpture admin Fri, 01/14/2022 - 14:32

Environmental Found Object Sculpture

January 14, 2022

Lesson Level

11th Grade

Lesson Category

Lesson Content

Four 100-minute classes

Students explore environmental science concepts through their exploration of the local environment.

Students will use found objects that are often discarded and repurpose them to create a found object sculpture. Key concepts surrounding this project are single-use and disposable items and their impact on the environment, recycling and repurposing. Students are asked to sculpt a form that communicates a message about the environment.

Objectives:

Students will learn about sculpture, found object sculpture and assemblage as art forms
Students will design a composition that communicates a message about the environment
Students will choose the found objects, form and color scheme of their sculptural piece in an effort to help communicate their desired message
Students will construct a found object sculpture that communicates a message about the environment
Students will write a two-to-three sentence statement about their piece, the objects used and the message they are communicating

Basic Outline of the Lesson:

Using the slideshow, introduce the Project and show examples of sculpture, found object sculpture and assemblage. Discuss the differences & similarities
Students begin brainstorming/sketching ideas
Students collect found objects (during class and outside of class)
Students begin sculpting
Students continue sculpting
Students complete sculptures, title their work and write an artist statement
Students display their sculptures, artist statement, give feedback and discuss

Art Supplies:

found objects
adhesive
wire and/or string
spray paint
backer or base support board as needed

Other Resources:

Slideshow to introduce project, related artwork and concepts
Found objects (students find in and out of class, teacher provides some as well)

Technology:

Access to computer for viewing the PowerPoint slideshow.

Idaho State Learning Standards:

Arts and Humanities: Anchor Standard 1: Generate and conceptualize artistic ideas and work.

VA:Cr1.1.la: Use multiple approaches to begin creative endeavors
VA:Cr1.2.la: Shape an artistic investigation of an aspect of present-day life using a contemporary practice of art or design

Arts and Humanities: Anchor Standard 2: Organize and develop artistic ideas and work.

VA:Cr2.1.lla: Through experimentation, practice, and persistence, demonstrate acquisition of skills and knowledge in a chosen art form
VA:Cr2.3.llla: Demonstrate in works of art or design how visual and material culture defines, shapes, enhances, inhibits, and/or empowers people's lives

ESS3.C: Human Impact on Earth Systems:

Though the magnitudes of human impacts are greater than they have ever been, so too are human abilities to model, predict, and manage current and future impacts. (ESS3-HS-5)

Academic Language:

Subject area language: human impact, environment, pollution, waste, ecosystem
Art language: found object, sculpture, assemblage, disparate, form, color scheme

Student Use of Vocabulary:

Students will use the words when creating their sculptures, when writing about their work in their artist statement, and when discussing their projects.

Student Grouping:

Students will work independently.

Instructions

Day 1 — Introduction

Introduce the project through the slide show

Discuss sculpture, found object sculpture and assemblage and show artist work
o Ask what similarities and differences they see in each art form
Discuss strategies for brainstorming and planning design. Students should write down and/or sketch out at least 3 different ideas—discuss the importance of this step in success of final design
o What message do you want to communicate?
o What kinds of found objects can you use?
If time allows, students and teachers go for a walking field trip to begin collect objects
o Remind students to find objects on their own time at home or when out and about

Day 2 — Planning and Artmaking

Students bring in any found objects they have collected and continue sketching their plan and brainstorming their message
Students begin sculpting their found object assemblage sculptures

Day 3 — Artmaking

Students continue sculpting. This is the last day of sculpting
If students finish early, they title their work and begin writing their artist statement

Day 4 — Presentations

Students will finalize artist statement paragraph
Students will display their artwork and artist statement and participate in a gallery walk where they will observe each other’s works and give feedback to at least two of their peer’s work. Class discusses what they observed in their peer’s work.

Slide Show Outline:

Sculpture — what it is and visual examples/art
Found object — what it is and visual examples/art
o (Art 21 — Mark Dion short video)
Assemblage — what it is and visual examples/art
o (Bristol Whale video)
o (One Plastic Beach video)
o Compare/contrast the three approaches to art making
Education and Art Goals
Project details and plan
Brainstorming/Planning — idea/message, color scheme, form
Artist statement question prompts to help students write their own artist statement
Resources

End of Project Artist Reflection and Presentation:

•   What is your piece called?
•   What message did you intend to communicate through this project?
•   How did you assemble your sculpture?
•   How do the found objects you incorporated help communicate your message?
•   What form did you choose to sculpt and why? (How does it help communicate your message?)

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Data Sculptures—Visually Representing Data

admin — Fri, 14 Jan 2022 20:39:17 +0000

Data Sculptures—Visually Representing Data admin Fri, 01/14/2022 - 13:39

Data Sculptures—Visually Representing Data

January 14, 2022

Lesson Level

7th Grade

Lesson Category

Lesson Content

Six 50-minute classes

Students will explore 7th-grade science concepts by studying weather data and learning how to translate that data into a three-dimensional sculpture.

Different data sets include snowfall, river levels, fire data, etc. Students will assign a color and a shape or form to each different piece of data. They will then sculpt each type of data using paper sculpture techniques. When finished, students will have a sculpture that communicates their chosen weather data visually.

Objectives:

Students will explore a variety of weather-related data sets
Students will identify color, shape and form as elements of art
Students will translate their chosen weather data into visual representations of color, shape and form
Students will demonstrate a variety of paper sculpting techniques
Students will write a three-to-four sentence statement about their artwork

Basic Lesson Outline:

Introduce the Project and share slideshow
Students will review and select their data set
Students finalize their data translation plan on brainstorming worksheet
Students are introduced to a variety of paper sculpting techniques and begin sculpting
Students will be introduced to a variety of attachment techniques and continue sculpting
Students display their work and artist statement, give feedback and discuss

Art Supplies:

Pencils and erasers
colored pencils
paper in various colors
grocery bags to hold sculpted pieces in between days
scissors
glue sticks
heavy paper to mount sculpture (cardstock)

Other Resources:

PowerPoint slideshow
Brainstorming worksheet

Idaho State Learning Standards:

Arts and Humanities: Anchor Standard 2: Organize and develop artistic ideas and work

VA:Cr2.1.7a: Demonstrate persistence in developing skills with various materials, methods, and approaches in creating works of art or design
VA:Cr2.3.7a: Apply visual organizational strategies to design and produce a work of art, design, or media that clearly communicates information or ideas

Arts and Humanities: Anchor Standard 3: Refine and complete artistic work

VA:Cr3.1.7a: Reflect on and explain important information about personal artwork in an artist statement or another format

Science Objective: Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects

Academic Language:

Subject area language: data, data set, weather, observation, translation, variables
Art Language: Sculpture, form, shape, color, 2D, 3D

Student Use of Vocabulary:

Students will use the words when creating their sculptures, when writing about their work, and when discussing their projects.

Student Grouping:

Students could work in pairs or independently.

Instructions:

Day 1 – Introduction

Introduce the project through the slide show.

Show students the work of artists who use data as the inspiration for their artwork
Engage students by encouraging them to critically think and ask:
o How could you translate numbers into art?
o What might that look like?
Introduce the project goal of creating a sculpture that visually communicates their weather data. Finally, begin brainstorming and go over expectations.

Day 2 – Artmaking

Students will finalize their data translation plan
They will be introduced to various paper sculpting techniques and begin to sculpt pieces of data

Day 3 – Artmaking

Students given tips for attaching sculpted papers to paper base
Students continue sculpting

Day 4 – Artmaking

Students continue working on their sculptures

Day 5 – Artmaking

Students continue working on and finish their sculptures

Day 5 – Presentations

Students will title their work and write artist statement paragraph
Students will display their artwork and artist statement and participate in a gallery walk where they will observe each other’s works and give feedback to at least two of their peer’s work. Class discusses what they observed in their peer’s work

Slide Show Outline:

Share the work of data artists
Show a brief history of paper art around the world & other paper artists
Introduce planning/sorting data
Share data sets
Brainstorming
Composition tips
Paper sculpture techniques
Composition review
Attachment techniques
Project check-In
Artist statement question prompts to help students write their own artist statement
Resources

End of Project Artist Reflection and Presentation:

What is your sculpture called?
What colors did you use in your sculpture? Why, what do they represent?
What do the different shapes and forms represent in your sculpture?
How does the arrangement of your sculpture (the composition) help to communicate your data?

PDF of LESSON

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Mega Molecules—Scientific Sculptures

admin — Wed, 04 Mar 2020 22:36:25 +0000

Mega Molecules—Scientific Sculptures admin Wed, 03/04/2020 - 15:36

Mega Molecules—Scientific Sculptures

March 2, 2020

Lesson Level

6th Grade

Lesson Category

http://hubpages.com/art/paper-cutting-art-techniques-how-to-cut-intricate-patterns-projects-for-beginners

Lesson Content

Seven 50-minute classes

Small groups of students choose a molecule.

Then, individually, students create the elements of the molecule compound using paper manipulation techniques including kirigami and quilling. The individual elements are then combined into one sculpture to create the compound.

Objectives:

Students will create an element
Students will work together to create a molecule
Students will present their work to the class
Students will write an artist’s statement

Basic Outline of the Lesson:

Introduce of the project
Introduce the materials and let students experiment with them
Students create sculptures
In small groups, students combine sculptures to create molecules
Students present their molecules
Students write their artist’s statements

Art Supplies:

Miscellaneous colored paper
Miscellaneous colored card stock
Pencils / erasers
Rulers
Cutting boards
X-ACTO knives / blades
Scissors
Glue sticks
Hot glue guns / glue gun sticks
Tape
Drawing paper
Tag board for presenting molecules

Other Resources:

Examples of paper sculptures and how to manipulate paper (kirigami and quilling)
Molecule list
Slide show to introduce project and related artwork (see outline at the end of the lesson plan)

Idaho State Learning Standards:

Arts and Humanities: Anchor Standard 4: Convey meaning through the presentation/performance/production of an original work or unique interpretation of a work.

Objective PR1.1 Combine knowledge and understanding from two or more disciplines to present/perform their original or interpreted works for an audience
Objective PR1.2 Convey meaning through their presentation/performance

Physical Sciences: PS1-MS Matter and Its Interactions

PS1–MS–1: Develop models to describe the atomic composition of simple molecules and extended structures.
Further Explanation: Emphasis is on developing models of molecules that vary in complexity. Examples of simple molecules could include ammonia and methanol. Examples of extended structures could include sodium chloride or diamonds. Examples of molecular-level models could include drawings, 3D ball and stick structures, or computer representations showing different molecules with different types of atoms.
PS1.A: Structure and Properties of Matter
Substances are made from different types of atoms, which combine with one another in various ways. Atoms form molecules that range in size from two to thousands of atoms. (PS1-MS-1)

Academic Language:

Subject area language: atom, compound, molecule
Art language: paper manipulation, quilling, kirigami

Student Use of Vocabulary:

Students will use the words when creating their projects, presenting their molecules and writing their artist statements

Student Grouping:

Students will work in small groups and individually

Instructions

Day 1 – Introduction

Introduce the project with a slide show (see additional resources)

Questions to ask during the slide show include:

What do you see?
How do you think the artists created this art?
Why do you think the artists created this art?
How do you think these artists used science in their art?

Explain the creative process for the project

Demonstrate paper manipulation techniques

Kirigami (decorative paper cutting and folding)
Quilling (rolling and gluing paper)

If time remains, students can experiment with paper techniques

Day 2 – Artmaking

Divide students into small groups based on compound /molecules and the number of elements in each

Some students can work alone if the atom has only one element

Students should begin designing and sketching their sculpture

Day 3 – Artmaking

Discuss/demonstrate how to safely use an X-ACTO knife and glue gun

Students should start working on creating their sculptures, using the paper manipulation techniques

Students should refer to their sketches when creating their elements

Day 4 – Artmaking

Students should work on creating their sculptures

Encourage the students to finish their sculptures

Day 5 – Artmaking

Students should finish their elements

Students should work in their groups to arrange and connect their sculptures on the poster board

Students should use paper manipulation techniques to connect their sculptures

Remind students to put their names on the back of the poster board

Day 6 – Presentations

Student groups should prepare to present their sculptures to the class

Students should present their sculptures to the class

At the end of the class, the teacher can collect student work to display in the hall

Day 7 – Artist Statements

Students should write their individual artists statements

Lesson Plan Video

Slide Show Outline

Slide examples:

Examples of science and art

Examples of paper art

Examples of paper manipulation techniques

Cutting / kirigami
Folding / shadows
Quilling
Stacking / layering

Project Goals:

Choose a compound and determine what elements / molecules make up the compound you have chosen
Make a plan of attack with your group
Sketch your composition
Build your composition
Write an artist statement
Display

Art used in the original slide show:

“Specimen Case No. 12” by Roxy Paine
“Neuron” by Roxy Paine
“Daily Petri Dish” by Klari Reis
Rogan Brown
Chinese Paper Cutting
Japanese Kirigami
French Renaissance religious quilling and paper filigree (used to decorate books)
Swiss and German folded and flat cut
French silhouettes
Mexican papel picado – fine tissue paper cut with chisels
Matisse drawing with scissors
Jean or Hans Arp (Dada) – composition is left to chance
Sachin Tekade paper cutting
Peter Callesen
Kumi Yamashita
Yulia Brodskaya
“Daydream” by Lauri Brown
Jen Stark
Crystal Wagner
Lauren Clay

Additional Resources:

charlesclary.com

crystalwagner.com

jenstark.com

kumiyamashita.com

petercallesen.com

roganbrown.com

Funding for this lesson plan was made possible in part by the Institute of Museum and Library Services [MA-10-19-0563-19].

Additional funding provided by Wendy and Alan Pesky.

DOC of Lesson

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A River Runs Through It—A Watershed Art installation

admin — Mon, 02 Mar 2020 19:39:57 +0000

A River Runs Through It—A Watershed Art installation admin Mon, 03/02/2020 - 12:39

A River Runs Through It—A Watershed Art installation

March 2, 2020

Lesson Level

8th Grade

Lesson Category

Lesson Content

Six 50-minute classes

Students work together to create an art installation of a watershed.

Recycled plastic serves multiple purposes in this project: it is reusable, economical material; it reflects the plastic waste that is in our water; and it shows students how much plastic we consume. Students create part of a waterfall, a fish, and a plant while learning about the different components of a watershed, including human impact on a watershed.

Objectives:

Students will create elements of a watershed using recycled plastics
Students will identify elements of human impact on a watershed
Students will create an art installation representing a watershed

Basic Lesson Outline:

Introduce the project—slide show
Students create a waterfall, plants, and fish
The watershed is assembled in the installation location

Art Supplies:

Watercolor paints
Acrylic paints
Modge podge
Paint brushes
Water cups for brushes
Scissors
Plastic bottles
Caps
Tissue paper
Glitter paint
Colored masking tape
Stapler
Glue guns
Hot glue
Plastic film / plastic bags
Hemp line / fishing line
Thumb tacks
Dowel or rod to hang the bottles
Wire
Wire cutters
Eye screws
Rope
Colored pencils
Drawing paper

Other Resources:

Visual examples of fish and plants created from plastic
Slide show to introduce project and related artwork (see outline at the end of the lesson plan)

Idaho State Learning Standards

Arts and Humanities: Anchor Standard 4: Convey meaning through the presentation/performance/production of an original work or unique interpretation of a work

Objective PR1.1 Combine knowledge and understanding from two or more disciplines to present/perform their original or interpreted works for an audience
Objective PR1.2 Convey meaning through their presentation/performance

LS2-MS Ecosystems: Interactions, Energy, and Dynamics

LS2-MS-1. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.
Further Explanation: Emphasis is on cause and effect relationships between resources and growth of individual organisms and the numbers of organisms in ecosystems during periods of abundant and scarce resources
LS2-MS-3. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
Further Explanation: Emphasis is on describing the conservation of matter and flow of energy into and out of various ecosystems, and on defining the boundaries of the system
LS2-MS-6. Evaluate competing design solutions for maintaining biodiversity and ecosystem services
Further Explanation: Examples of ecosystem services could include water purification, nutrient recycling, and prevention of soil erosion. Examples of design solution constraints could include scientific, economic, and social considerations.

Academic Language:

Subject area language: watershed
Art language: art installation

Student Use of Vocabulary:

Students will use the words when creating their projects

Student Grouping:

Students will work individually or in small groups

Instructions

Day 1 – Introduction

Introduce the project with a slide show (see additional resources)

Questions to ask:

What do you see here?
How do you think the artist created their work?
Why do you think the artist made this piece?
Students can use the paper and pencils to sketch ideas for fish and plants

Day 2 – Artmaking

Discuss the significance of using the water bottles: their symbolism, recycling, the damage of plastic waste
Demonstrate how to string the water bottles together (follow printed instructions included below)
Working in small groups, students should string together their water bottles to create a waterfall

Day 3 – Artmaking

Demonstrate plant creation with the class. Show the students examples of plastic plants.
Students start creating their plants. Encourage the students to employ the three art techniques: cutting, gluing and embellishment.
When students have finished their plants, decide how they will install them in the installation location

Day 4 – Artmaking

Go over the fish creation with the class, showing the students examples of plastic fish
Students begin creating their own fish
Encourage the students to employ the three art techniques: cutting, gluing and embellishment
When students have finished their fish, hang them up in the installation location

Day 5 – Artmaking

Students should use this period to finish any uncompleted work.

Day 6 – Presentation

Finish installation of student fish and plants in the installation location
When the watershed is complete, the class should go into the hallway to look at and discuss their work

Questions to ask:

What did we create?
What did you learn?
What is a watershed? What is your role in a watershed?
How did you like doing an art project to learn about science?

Lesson Plan Video

Slide Show Outline:

Slide examples:

We will think about:

What is a watershed?
Why are watersheds important?
What is our responsibility to a watershed?

Our art is inspired by plastics and other pollutants and their effects on a watershed

Video: What really happens to the plastic you throw away? by Emma Bryce

What is an art installation?

A 3D, sculptural piece of art that is designed for a specific space
The art is usually temporary and changes how people view the space
Examples: “Paper Planes” by Dawn Ng and “Melting Man” by Nele Azevedo

Photo of recycled bottle waterfall by Chinese artist Wang Zhiyuan

Questions to ask:

What do you see here?
What is this made out of?
Where do you think this is?
What is the artist telling his audience?
How is this art related to water?
Why and how is this an art installation?

Photo of plastic plants by Veronika Richterova

Questions to ask:

What do you see here?
What materials did the artist use?
How many bottles did she use?

Photo of plastic leaves by Veronika Richterova

Questions to ask:

What do you see here?
What materials did the artist use?
How many bottles did she use?
How did she get the leaves to take their shape?

Three ways of manipulating plastic

Cutting
Gluing
Embellishment

Cutting

Takes away material
Creates details
Changes surface

Examples of cut plastic

“Green Plant” by Artist Gulnuroz Daglar

Questions to ask:

What material is used here?
How much of the material has been taken away?

Cut plastic art by Eduard Aldrovandi

Questions to ask:

What material is used here?
How many bottles do you see?
How do you think he did this?

Gluing

We will be using modge podge and hot glue
What does gluing allow us to do? Enables layering and embellishment

Examples of Layering

Artists David Edgar and Jen Stark

Questions to ask:

What materials did the artists use?
How many layers can you see?
How does layering change the appearance of the materials?

More examples of layering

Artists Aurora Robson and Michelle Reader

Questions to ask:

What do you see here?
How are they similar and how are they different?

Embellishment

What is embellishment?

Decoration
Adding to

How can we embellish our plastic creations?

Paint
Add more plastic
Add other materials

Examples of embellishment

“Wreath” by Leanne Stock

Questions to ask:

What do you see here?
How is this embellished?

Installation Directions:

Stringing together water bottles to create a waterfall:

Poke a hole in the plastic (nail or poking tool)
Run the string through the bottle
Make sure the beginning and end of the string are secure
Attach more water bottles
Attach your string of water bottles to a classmate’s string of water bottles

Creating a plastic fish:

Choose a water bottle as the foundation for the fish
Cut the water bottle in different ways to change the shape
Take the cut pieces or other pieces of plastic and hot glue them onto the fish
Embellish fish using paint, tissue paper, modge podge, glitter glue, and colorful tape
Run a string through the fish so we can hang it in the hall

Creating a plastic plant:

Choose a water bottle as the foundation for the plant
Cut the water bottle in different ways to change the shape
Take the cut pieces or other pieces of plastic and hot glue them onto the plant
Embellish plant using paint, tissue paper, modge podge, glitter glue, and colorful tape
Run a string through the plant so we can hang it in the hall

Funding for this lesson plan was made possible in part by the Institute of Museum and Library Services [MA-10-19-0563-19].

Additional funding provided by Wendy and Alan Pesky.

DOC of Lesson

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Art Rocks—Earth Science Sculptures

admin — Wed, 26 Feb 2020 05:37:24 +0000

Art Rocks—Earth Science Sculptures admin Tue, 02/25/2020 - 22:37

Art Rocks—Earth Science Sculptures

February 26, 2020

Lesson Level

8th Grade

Lesson Category

Lesson Content

Five 50-minute classes

Students explore earth science, identifying rock types and their characteristics, including luster, formation, location, and density.

Sculptures of the rock are created using chicken wire, papier maché, paint, metallic paints, glitter glue, and tissue paper. To conclude the project students, will present their rock and introduce it to the class using a first-person monologue that explains the rock’s “story.”

Objectives:

Students will choose a rock and identify its type, luster, and composition
Students will create a 3D representation of their rock using materials provided
Students will calculate the rock’s density
Students will write and perform a monologue as a part of the project summary

Basic Lesson Outline:

Introductory slide show
Create sculptures
Write monologues
Present sculptures and monologues to the class

Art Supplies:

Chicken wire
Glue
Water
Tissue paper
Acrylic paint
Metallic paint
Glitter glue

Other Resources:

Slide show to introduce project and related artwork (see outline at the end of the lesson plan)

Idaho State Learning Standards

Arts and Humanities: Anchor Standard 4: Convey meaning through the presentation/performance/production of an original work or unique interpretation of a work.

Objective PR1.1: Combine knowledge and understanding from two or more disciplines to present/perform their original or interpreted works for an audience
Objective PR1: Convey meaning through their presentation/performance

ESS2-MS Earth’s Systems

ESS2-MS-1: Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process. Further Explanation: Emphasis is on the processes of melting, crystallization, weathering, deformation, and sedimentation, which act together to form minerals and rocks through the cycling of Earth’s materials.

Academic Language:

Subject area language: crystal, luster, hardness, streak, density, cleavage, fracture, ore, metal, nonmetal, gemstone, rock, igneous rock, sedimentary rock, sediment, metamorphic rock, rock cycle, extrusive rock, intrusive rock, clastic rock, conglomerate, organic rock, chemical sedimentary rock, metamorphism
Art language: form, texture, color, space, pattern, sculpture, monologue, artist statement

Student Use of Vocabulary:

Students will use the words when creating their sculptures and in their final presentations

Student Grouping:

Students will work individually

Instructions

Day 1 – Introduction

Introduce the project with a slide show

Questions to ask during the slide show include:

What do you see?
Why do you think the artists made particular the creative choices?
How do you think the artist did that?
How do you think math was used in this art?
How are the artists similar? How are they different?

Review the art terms:

Form
Texture
Color
Space
Sculpture

Discuss the artist statement/monologue

Review the project goals:

Choose a rock and research identifying information about the rock
Calculate the rock’s density
Create a 3D sculpture based on the rock type chosen
Present your work to our group, delivering a monologue that provides rock’s “story”
Display your art at school and in the exhibition

Using paper and pencil, students should sketch ideas for their sculptures

Day 2 – Artmaking

Students will be given a demonstration for how to build using chicken wire and papier maché

Students will begin creating their sculptures

Using chicken wire, students should create the form of their sculpture
Once the structure is created, they should begin building the form of their sculpture using papier maché
When creating their sculptures, students should remember the three art terms: form, color, and texture

At the end of class, students will store their projects with their names by them and let them dry overnight

Day 3 – Artmaking

Students will continue working on their rock sculptures, keeping in mind:

Color scheme of the rock
Texture of the rock
Form of the rock

Students will finish building their sculptures with papier maché and begin adding color and texture

At the end of class, students should store their projects with their names by them

Day 4 – Artmaking

Students will finish their sculptures, keeping in mind:

Texture
Color scheme

Students should complete their sculptures and begin to write their monologues

Students will talk about their artistic choices in the monologue
They will use vocabulary words provided when sharing their rock’s story
They should have their density calculated

At the end of class, students should store their projects and keep their calculations and monologues in a safe place

Day 5 – Presentations

Students will deliver their monologues and present their sculptures to the class. Students should talk about:

Their rock’s “story”: What's the story of this place, my place, my origin?
Who am I? Include rock’s age, type, and composition

Students will turn in their density form and a copy of their monologue

Lesson Plan Video

Funding for this lesson plan was made possible in part by the Institute of Museum and Library Services [MA-10-19-0563-19].

Additional funding provided by Wendy and Alan Pesky.