Students used found natural objects to create a piece of land art inspired by the work of Andy Goldsworthy.
1 session; 40 minutes per session
1. SWBAT use found, natural objects to create a design in nature that is either symmetrical or assymetrical.
2. SWBAT create an interesting design with a variety of texture that shows emphasis.
3. SWBAT photograph their artwork.
4. SWBAT discuss their land art and the effects of nature on thier projects.
1. Found natural objects
2. Digital camera
3. Open space outdoors
4. Photo printer
6. Glue stick
1. View Powerpoint on the SMART board of Andy Goldsworthy's art.
2. Give students homework to collect natural items to bring to school to create thier project.
3. Go outside to an open space and create their land art.
4. Photograph design created.
5. Go outside the next day to view what has happened to thier art.
6. Discuss the value of art that is temporary. Discuss their feelings now that the art is no longer there.
7. Print off photos. Display on background paper. Students may also glue to affix the photo to background paper and use mixed media to extend the photograph to the background.
Students will be assessed on their land art creation by how well they created symmetry ( either formal or assymetrical) .
Students will reflect in written form , on the process, the product and the transient nature of their work .
Visual Arts Standard 1: Understanding and applying media, techniques, and processes
[5-8] Students select media, techniques, and processes; analyze what makes them effective or not effective in communicating ideas; and reflect upon the effectiveness of their choices
[5-8] Students intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance communication of their experiences and ideas
Visual Arts Standard 2: Using knowledge of structures and functions
[5-8] Students employ organizational structures and analyze what makes them effective or not effective in the communication of ideas
Visual Arts Standard 3: Choosing and evaluating a range of subject matter, symbols, and ideas
[5-8] Students integrate visual, spatial, and temporal concepts with content to communicate intended meaning in their artworks
Visual Arts Standard 4: Understanding the visual arts in relation to history and cultures
[5-8] Students analyze, describe, and demonstrate how factors of time and place (such as climate, resources, ideas, and technology) influence visual characteristics that give meaning and value to a work of art
Visual Arts Standard 5: Reflecting upon and assessing the characteristics and merits of their work and the work of others
[5-8] Students compare multiple purposes for creating works of art
[5-8] Students describe and compare a variety of individual responses to their own artworks and to artworks from various eras and cultures