Andy+Goldsworthy

= = =__(Tiffany Shafer)__= =BIG IDEA: Environment = = Unit Title: Exploring the Environment = =IMAGES OF ARTWORK:= == = = == = = =RESEARCH (INFORMATION ABOUT THE ARTIST AND HIS/HER WORK) = ===Andy Goldsworthy is a British artist who uses nature to create his artwork. He has created artwork in England, Scotland, Japan, the Australian Outback, the U.S., and in the North Pole. After Andy constructs his artwork he photographs it. His goal is to understand nature by directly participating in nature as intimately as he can. He usually, works with whatever comes to hand: twigs, leaves, stones, snow, ice, reeds and thorns. His artwork reinforces the relationship of human existence with nature. His work shows that we as humans have some ability of controlling nature, but eventually, in the end, nature controls us. He was born in 1956 in Cheshire. He studied at Bradford Art College and Preston Polytechnic.=== http://www.morning-earth.org/ARTISTNATURALISTS/AN_Goldsworthy.html []

ESSENTIAL QUESTIONS:
How do certain materials affect the environment? What type of art does Andy Goldsworthy create? Where does he like to create his images?

Lesson 1: Who was Andy Goldsworthy? (Amanda Venegas) Time: two 1 hour long sessions Lesson objectives: After the lesson, students will be able to: Have a detailed discussion about the life and artwork of Andy Goldsworthy. The students should be able to explain and participate in recycling programs. The students should also b e able to identify environmental friendly art (EFA) Teacher supplies: Video on Andy Goldsworthy, Andy Goldsworthy art books, Sample works of Andy Goldsworthy Student supplies: sketchbook, paper, pencils, journals, paints, crayons, markers, paintbrushes, cups, water Art Content: Seeing art in nature and our everyday lives. Method of Instruction: Lecture, class discussion. Pre-lesson instruction: Students will be able to discuss their favorite artist and their favorite piece of art. Instructional Content: I will begin by asking the students “Who is your favorite artist/artwork? Why? I will then introduce Andy Goldsworthy by showing some of his work and discussing his life history. The class will then watch a brief video of Andy Goldsworthy. They may go into further discussion of the meanings they get from his artwork and how that affects their own environment. The students will then have a brief period to record their thoughts regarding the discussion in their daily journals. The students will then create a sketch of their own form of artwork inspired by Andy Goldsworthy. Assessment: Teacher will document the class discussions through a personal journal as well as video. The students’ own journals could be a form of documentation as well. //Checklist: // Student showed understanding who Andy Goldsworthy was. Student can identify works by Andy Goldsworthy. Student can identify environmental friendly art. Student can recall important facts from group discussions. Student can explain and participate in recycling and recycling programs. Student can create sketches relating to other artists. Art TEKS: (5.2) Creative expression/performance The student is expected to: (B) Compare relationships between design and everyday life; and (C) create original artworks and explore photographic imagery, using a variety of at materials and media appropriately. Interdisciplinary TEKS: Language Arts (b)Knowledge and skills (1) Listening/speaking/purposes. Student listens actively and purposefully in a variety of settings. The student is expected to: (A) Determine purposes for listening such as to gain information, solve problems, and to enjoy and appreciate.(4-8) (C) understand the major ideas and supporting the evidence in spoken language

=Lesson 2: What is environmentally friendly art? (Emily Jones)= Have a detailed discussion about types of environmentally friendly art (EFA) Begin brainstorming about their own EFA project. Be able to explain and participate in recycling and recycling programs. The second hour will be devoted to the concept of recycling. Students will discuss how they and their families recycle, and why it is important. There will then be a teacher led discussion in which students and teachers discuss recycling as an art form. The teacher may ask "Is recycling an art form?" Why do you think it is? Why do you think it is not? Why do you think some artists use natural and recycled materials to create their art? Could this be seen as a form of recycling?" Students will write a one page essay where they describe how they can help recycle and answer the questions above asked by the teacher. Extension: Teacher will then show a video on the World Beach Project, available at [|www.vam.ac.uk/collections/textiles/lawty/world_beach/] and students will then create their own image for the World Beach Project and submit them online. //Checklist:// Student showed understanding of the concept of environmentally friendly art. Student brought an everyday/natural item from home to be used in the classroom discussions. Student brought an old newspaper to recycle Student actively participated (at least twice) during discussions. Student submitted World Beach Project image online. The student is expected to: (B) Compare relationships between design and everyday life; and (C) create original artworks and explore photographic imagery, using a variety of at materials and media appropriately. (b)Knowledge and skills (1) Listening/speaking/purposes. Student listens actively and purposefully in a variety of settings. The student is expected to: (A) Determine purposes for listening such as to gain information, solve problems, and to enjoy and appreciate.(4-8) (C) understand the major ideas and supporting the evidence in spoken language.
 * Time:** Two hour long sessions
 * Lesson objectives:** After the lesson, students will be able to:
 * Teacher supplies:** Video on Andy Goldsworthy, DIY art books, Nature/nature art books/
 * Student supplies:** sketchbook.
 * Art Content:** Seeing art in nature and our everyday lives.
 * Method of Instruction:** Discussion/class lecture/group brainstorming. Pre-lesson instruction: Students will bring in a natural/everyday item they consider to be art.
 * Instructional Content:** In the first hour students will watch a video showing artworks done by Andy Goldsworthy. The students will then enter into a discussion of ,"What is art?" What materials do we usually associate with art? How has that image changed since viewing the works of Goldsworthy?" Students will incorporate these questions with the item they brought with them to class.
 * Assessment:** Teacher will document the class discussions through a personal journal as well as video.
 * Art TEKS:** (5.2) Creative expression/performance
 * Interdisciplinary TEKS:** **Language Arts**

Lesson3: How to use Nature to create Artwork (Brittney West)

 * Time :** two hour long sessions
 * Lesson Objectives**: After the lesson is over the students will be able to: Apply the concept of nature to be able to create art. Identify nature's influences in nature formation through the creation of a nature created art piece. Synthesize what they have learned to create their own art piece using nature.
 * Teacher Supplies:** Power Point on the Art created by Andy Goldsworthy, Camera, Nature, and Comfortable Clothes depending on the weather
 * Student Supplies:** Self, Comfortable Shoes, Nature, Water, Sack Lunch
 * Art Content: Nature & Construction of Art Method of Instruction: Discussion/Individual Work/Group Work:** Pre-lesson Instruction: Please dress comfortably and bring or borrow a camera if possible, and a sack lunch.
 * Instructional Content:** Students will be taken outside on a field trip to the state park to observe nature and create artwork. Prior to going on the field trip we will view images of Andy Goldsworthy's nature created artwork as a starting point for our discussion and to give the kids some background information so they will know the expectations. Students will take notes on ideas that Andy Goldsworthy used to create some of his images. After the discussion and brief description is over, we will take our field trip to the state park. The students will then observe nature and use things surrounding them to create their own artwork. After the students make their artwork, they will write and reflect on why they created what they created and discuss and present their creations with the classroom.
 * Assessment:** The teacher will document the process of student engagement and understanding through photos, video, and journaling. The teacher will also provide a summative assessment rubric that correlates with the learning outcomes. Criteria
 * Students understood the content and showed an understanding of what was asked
 * Students actively participated in the artwork
 * Students showed and understanding when creating their artwork
 * Students wrote a reflection on their artwork
 * Presentations showed creativity and hardwork
 * Students finished their artwork within the time frame

==**Art Teks:** Perception, Creative Expression, and Response and evaluation (5.1) Perception. The student develops and organizes ideas from the environment. The student is expected to: (A) communicate ideas about feelings, self, family, school, and community, using sensory knowledge and life experiences; and (5.2) Creative expression/performance. The student expresses ideas through original artworks. The student is expected to: (A) combine information from direct observation, experience, and imagination to express ideas about self, family, and community; (C) create original artworks and explore photographic imagery, using a variety of art materials and media appropriately. Response/evaluation. The student makes informed judgments about personal artworks and the artworks of others. The student is expected to: (A) analyze personal artworks to interpret meaning; and (B) analyze original artworks, portfolios, and exhibitions by peers and others to form conclusions about properties. **Interdisciplinary TEKS: Language Arts** (b) Knowledge and skills (1) Listening/speaking/purposes. The student listens actively and purposefully in a variety of settings. The student is expected to: (A) determine the purposes for listening such to gain information, to solve problems, or to enjoy and appreciate. (C) understand the major ideas and supporting the evidence in spoken messages. 4) Listening/speaking/culture. The student listens and speaks to gain and share knowledge of his/her own culture, the culture of others, and the common elements of cultures. The student is expected to: (A) connect his/her own experiences, information, insights, and ideas with the experiences of others through speaking and listening==

=Lesson 4: Being Creative with the Environment (Tiffany Shafer)=

Begin to think about ways to create a piece of artwork from things found in nature.
Sketch and plan the object to create things out of found objects. Be prepared to begin making their sketches.

glue
paper markers/crayons/colored pencils pencils

Student Supplies:
Paper glue markers/crayons/colored pencils ideas for project

=ART CONTENT: Creation of Art= = = =METHOD OF INSTRUCTION:= = = Individual work on planning/sketching artwork. =INSTRUCTIONAL CONTENT:= After completing the other lessons, the students will be able to think and create a piece of artwork the way Goldsworthy did. The students will begin to sketch and plan what they want to make. They will think about materials that are from nature or even recycled that they can use in their creation. =ASSESSMENT:= The teacher will assess that the students are sketching their creations.

=ART TEKS:= The student expresses ideas through original artworks, using a variety of media with appropriate skill. || The student is expected to: (B) compare relationships between design and everyday life; and (C) create original artworks and explore photographic imagery, using a variety of art materials and media appropriately. ||
 * ** (5.2) Creative expression/performance. **

= **INTERDISCIPLINARY TEKS: Language Arts:** = (4) Listening/speaking/culture. The student listens and speaks to gain and share knowledge of his/her own culture, the culture of others, and the common elements of cultures. The student is expected to: (A) connect his/her own experiences, information, insights, and ideas with the experiences of others through speaking and listening (4-8);

=Lesson 5: Recycled Art (Pam Williamson)= Time: 1 hour
 * Lesson objectives**: Students will be able to identify objects that have been recycled and use them to create ART.
 * Teacher supplies**: teacher will have a variety of recycled materials available for the students to use
 * Student Supplies**: sketchbook to draw what they visually have in their mind, and then any extra recycled materials that they might want to use.
 * Art Content**: Being able to utilize something as useless as recycled materials and turn it into a work of art
 * Method of Instruction**: Discussion and brainstorming of a variety of materials used in recycling. In addition, the possible ways of using these materials will also be discussed.
 * Instructional Content**: During the first 15 minutes, the students will take a "field trip" around the school in an attempt to identify materials that could be recycled. After returning from this adventure, students will list all the different ways the materials could be utilized in art. Questions and answers will be discussed in small groups.