Looking Outside, A Unit of study on Art and nature: 2010

LOOKING OUTSIDE

A Unit of Study on Art and Nature
Target Grade Level: Middle School

Unit Overview: In this unit students will explore relationships between artist and nature. Students will examine their own feelings with regard to the natural world while being exposed to a variety of contemporary artists and their works as well as to traditional cultures that work directly with nature in developing art and architecture. They will compare and contrast artworks and learn about “nature’s artists”. This unit will engage the students in the study of contemporary art and architecture as well as traditional forms with an emphasis on “building” ideas and projects that reinforce the students understanding.

What overarching understandings are desired for this unit?
This unit explores these “big ideas:”
• We learn from nature.
• Art can connect us to nature.
• Different cultures draw inspiration from nature.
• Artists observe nature to create their work.
• Artists and architects are influenced by nature.

What are the essential questions for this unit?
This unit explores these essential questions:
• How are we influenced by nature?
• What ways do artists use nature in their work?
• For what reasons do artists work with nature?
• How is the natural world reflected in the art and architecture of different cultures?

What will students understand as a result of this unit?
As a result of this unit, students will be able to demonstrate an understanding of:
• The way artists are influenced by the natural world.
• How different cultures art and architecture are influenced by nature.
• How art can influence how we view or think about nature.
• That nature is an infinite source of inspiration for artists and architects.
• We can learn by observing nature.
• How artist use nature to make their work.

What questions will focus this unit?
• How do artist use nature in making their art?
• How is nature used to make art and architecture in various cultures?
• What different materials can we use to create art in nature?
• How does working with and in nature change our views about the natural world and art?

What evidence will show that students understand the connections between art and nature?
• Activities will reflect their understanding.
• Discussion will show their knowledge of the subject.
• Reflective writing will show their acquired knowledge.
• Formative and self-assessment during the lesson will provide evidence.
• Informal oral activities and conversations will reflect their understanding.
• The keeping of a project book will provide evidence of the students understanding.
• The questions they ask will reveal their understanding.

Activities

Projects:
Introduction, Activity #1
Discussion question: How do artist use nature in making their art? Show artwork of Ludy Feyen. Students and teacher discuss the work and interpret the artists’ intentions for creating art in nature and in creating sculptures using elements from nature. Discuss the artist’s philosophy. This will be put in the context of how humans have historically adapted to the elements as reflected in their art and homes. Students will view images from various cultures. They will explore the relationship between the contemporary works of Ludy Feyen and historic/traditional counterparts. After a group discussion, students will record their understandings in a project book and begin conceptual schematics for generating ideas. The class will discuss ideas and make preparations for the ensuing activity, making an abstract sculpture.

Activity #1:Make an abstract sculpture using elements of nature.
Students will create a sculpture out of grass/bamboo paper, clay, jute vine and saplings. Before they be- gin there will be a review of the fundamental elements of composition. After completion students will present their works to the class and give a brief reflection on the processes they underwent in creating their work. They will be required to record their observations, processes, understandings, reflections and questions in their project books.

Introduction: Activity #2
Discussion question: For what reasons do artists create art in nature? Show artwork of Armin Schubert and Marc De Roover . After students share their ideas on this question they will discuss the artist’s philosophy on creating art and artifacts in a landscape. Why have the artists gravitated toward nature? How does viewing art outdoors differ or change ones perspective in comparison to viewing work indoors and in a gallery setting? How might it influence our relationship to nature and the great outdoors? The class will go outside and explore the immediate landscape. They will determine a location for creating land art sculptures.

Activity #2: Design and create a land art sculpture.
This is a group project. The students will team up to design a piece that shows their understanding of landscape art and that is sensitive to the location. They will study artist’s preliminary drawings for projects and do the same in their project books. Using materials determined by the instructor, a “kit of parts”, the students create temporary sculptures for the viewing of and interaction with the larger school population. There will be a means for recording public reaction. This might be a comments book stationed in a communal area of the school. The class will observe and discuss their own reactions to the sculptures and what it feels like to create work outside. The class will consider viewer reaction and discuss. They will write a brief reflective paper on the process and their understanding of viewer reaction to their work. The students will record their observations, processes, understandings, reflections and questions in their project books.

"Spheres are the first shape I used in my environmental work, forms mostly covered with a layer of “peat-dust”. A sphere is simultaneously organic and geometrical. Earth. Peat has spent a long time being transformed underneath the earth before being dug up and having a new life." Marc De Roover

Introduction: Activity # 3
Discussion question: How is nature used in art and architecture of various cultures? Students will become familiar with the “why’s and how’s” of the uses of nature in creating art and architecture. They will be introduced to examples of vernacular architecture from around the world many of which are works of art in building form. For this activity they will watch a video of Ethiopian artist Elias Sime and consider the ten-year process the artist has undertaken in building his home by hand. They will see the connection between the artist’s work studied in activity #1 and activity #2 and the examples in this activity. The class will be shown various examples from artists who create “Natural Architecture.” They will view images of artist Chris Drury’s work, Patrick Dougherty and Sanfte Strukturen . After group discussions, comparing and contrasting contemporary artists with vernacular art/architecture, the students will record their understandings in their project books and commence to draw. They will plan the making of a scale model with accompanying drawings.

Activity #3: Create a model.
Before creating the model students will have a review of the fundamentals of model making. The students will create a scale model of a work of art they have learned about in this activity. Again, the instructor will provide a “kit of parts” for model building. Drawings will accompany the model. The drawings will be the student’s interpretation of the work of art they have chosen. They will use paper, charcoal, pastel and Conte’ for the drawing. After a class presentation and discussion the works will be on display in the school accompanied by a reflection on the content of the work with photos of the original works as a means for educating the larger populace of the school.

Introduction: Activity #4:
Discussion question: Many people build their own homes. How do we build our homes? How do different cultures use nature to make art and build structures? This activity is to follow up the study of vernacular architecture. The instructor will work with the class in making mud blocks like those used by artist Elias Sime . The students will get the “feel” and gain an understanding for what it’s like to build by hand. The students will record their observations, processes, understandings, reflections and questions in their project books.

Activity#4: Create a mud block.
This is a group project. The students will create mud block using the same technique that is used in the building of homes in Africa. These sun-dried blocks are made from a mixture of wet red clay and straw. There is a wood form that the mixture is packed into to shape and dry. This project will require group co- operation, namely the assignment of “jobs”. After completing this project students will discuss the process and their feelings about such work. They will record their reactions and findings in their project books.

Introduction: Activity #5 Discussion question:
People use nature to make art. People make art in nature. Can nature make art? Are artists influenced by natures “artists?” Students will be shown examples of nature’s builders. They will be shown video and images of Bower- bird, Weaverbird, Albatross and other bird nests. They will view images and drawings of beehives and wasp nests. They will be shown African termite nests. These will be shown in comparison to contemporary and traditional artwork and contemporary and vernacular architecture. There is a remarkable similarity to the works of animal, insect and human. Students will be shown architecture from Mali in West Africa as well as the Bird Nest Stadium in Beijing, China. They will view the Clemson Clay Nest and other work by Nils-Udo. The instructor might invite a local basket weaver to demonstrate their art to the class.

Activity#5: A Weaving Project.
In this activity students will consider what it takes for a Weaverbird to create this work of beauty. The class will interpret and create woven “nests”. The instructor will provide the students with a variety of materials suitable for weaving, some traditional and some nontraditional. Students will discuss and consider materials and how their choice might affect the outcome. After completion the work will be hung for display as a group project and led into group discussion. The students will be asked to reflect their personal feelings about the project and their knowledge about the relationship between humans and nature and to make comparisons between the two.
They will record their findings, reflections and questions in their project book.

Introduction: Activity #6 Discussion question:
In this unit we have studied many artists and their relationship with nature. Where do you see yourself in relation to the natural world? How would you create a body of work that reflects this relationship?

Activity#6: Create a Concept. “Myself and the Natural world.”
Students will create a concept for a body of work based on the idea, “myself and the natural world.” Stu- dents will be shown landscapes by artists such as Anselm Kiefer and Gerhard Richter. They may wish to examine further artists that were explored in the previous activities or natures “artists”. Prior to beginning the activity the students will be familiarized with the processes for planning projects. This activity will require them to research artists and formulate plans for creating a body of work. This project will require a separate “project” book for recording findings and the manifestation of ideas. From this book the students will take one idea and develop it through to fruition. Once the works are completed the students will have an in school gallery showing of their work. They are required to make an artists statement to accompany the work. Projects may include sculpture, drawing or mixed media. In conclusion to this activity students will write a reflective paper on their project and it’s processes. They will record their findings, observations, processes and questions in their project books.

Assessments
A formative and summative review of students project books.
Student’s participation in group discussions will be noted and kept on record.
Students will be given the opportunity for self- assessment in each activity.
Students will be asked to write reflective papers after each activity.
An over-all review of all projects will be made.

Plan Learning Experiences

Given the targeted understandings, unit goals and assessment evidence identified, what knowledge and skills are needed?
Students will need to know:
Students will need to know something about art and nature.
To have some concept of human’s connections to the natural world.

Students will need to be able to:
Work independently and in small groups.
Work cooperatively.
Use critical thinking skills.
Have some knowledge of the principles of art and related skills.

What teaching and learning experiences will equip students to demonstrate the targeted understandings and skills?
Utilizing technology for research as well as books, video/documentary and periodicals that show artists working with and in nature and natures “artists”.
Looking at contemporary and traditional works of art and architecture.
Having a previous knowledge of the basic principles of art and a fundamental knowledge of the materials.