Lesson Description
For one year, humans will not be permitted outdoors to give the earth some time to heal. Today you will be a designer responsible to decide what elements of nature will come inside with you and create drawings to express your ideas. You will identify and select a variety of nature place that you connect to. As a designer, you will consider the scale, and perspectives of bringing these inside. In your drawings, you will consider use of color when depicting your desired indoor experience. Your peer artist and the polaris community will be interested to see your designs and drawings.
Essential Understandings
Artists develop personal relationships to their surroundings.
Artists and designers experiment with forms, structures, materials, concepts, to develop technique and communicate ideas.
Artists and designers experiment with forms, structures, materials, concepts, to develop technique and communicate ideas.
Inquiry/ Learning Targets
“I can identify my relationship to my surroundings.”
“ I can use form, structures, materials, technique to communicate concept and ideas”
“ I can use form, structures, materials, technique to communicate concept and ideas”
Key Concepts
Relationship
Skills
Using various strategies in a sketchbook to plan for a developed artwork
Art Focus
Perspective
Design (Maps)
Design (Maps)
Literacy Focus
Birds Eye View, Elements
Objective
Using ideation worksheets, students will be able to select a variety of places they connect to by identifying attributes of their environments.
Element Hats
“In our drawings, photographs, and discussions we’ve been exploring our relationship to human made and natural places. We want to explore your relationships to places with the four elements earth, water, fire, and air. Today, you are going to be element explorers! The green hats will be earth explorers, blue hats will be water explorers, red hats will be fire explorers, white hats will be air explorers. When you put on this hat you will be traveling in your minds to all of your favorite places outside you relate to these elements. When you have each element hat on, make a list of all things in nature you associate with that element and we will rotate until everyone has had a turn with every element.”
The lists that students created with this exercise pictured below served as resources when creating ideation worksheets and preliminary sketches of their new bedrooms for a year indoors. Some student discoveries from this were: "Tornados are made of air!", "The sun is hot, its made of fire.", "clouds are an air element."
Ideation Worksheets
Students used the ideation worksheet to prepare for a drawing of their bedroom. In one box, students practiced drawing their bedroom as it is now using bird’s eye view. In another box, students reviewed their element lists and chose their most important pieces of nature. In the next box students were asked to list colors they would use to depict the elements they chose, and the fourth box asked students to identify senses with their chosen pieces of nature. For example, one students wanted to bring inside, “animals, waves, trees, and berries,” They were asked to consider how an animal would smell, sound, and feel like in their room. Another students wished to bring a “garden, pond, sand dunes, and an apple tree” This student was asked to list tastes associated with the garden and apple tree.
Using these ideation worksheets, students identified attributes of their environments they have relationships to.
Some students shared things they plan on bringing indoors like: “Chickens, internet, trees, water”,“Tag with real grass, tree with a rope swing, mini pond to go fishing, mini beach with real sand to go swimming”, “Soccer field, garden”, “Garden, pond, sand dunes, blue track, and apple tree”
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This student explains the attributes of places they connect to. |