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Document Sample
Andy Goldsworthy
Earthworks Art
Leigh Marshall
Northern Arizona University
Prescott, Arizona
1
Contents
Rationale and Overview of the Unit of Study 3-5
Enduring Concept 6-8
Key Concepts to Consider
Unit Overview
Overview of Individual Lessons
Essential Questions
National Content Standards and Benchmarks
Glossary
List of Handouts
List of Resources, Materials, and Websites Essential Concepts
Lesson Summary One: The ecology of earth art 9-11
Lesson Summary Two: Andy Goldsworthy and his art in history 12-14
Lesson Summary Three: The aesthetic of earth art 15-16
Lesson Summary Four: Pin hole camera construction/ Pinhole camera photograph 17- 21
of art in nature
2
Andy Goldsworthy
Earthworks Artist
Rationale and Overview
This unit on Andy Goldsworthy is designed for High School aged students. While
studying Andy Goldsworthy’s work students will learn:
criticism lesson – how we are all connected to the ecology of the planet
history lesson – how art reflects time, place, and culture in which it is created
aesthetics lesson – what kind of aesthetic Goldsworthy’s work evokes
production lesson – how constructing a pinhole camera reflects ideas of production and
consumption and how the artwork of Andy Goldsworthy shows symbols of the natural
environment.
Earthwork art
Earth art (also called "land art") refers to a movement of artists with wide ranging goals,
but all created in nature, employing such materials as stones, dirt, and leaves.
"Earthworks" is the same movement. Most works are sculptural. Earthworks often refer
to phenomena such as the slow process of erosion or to the movement of planets or stars,
especially the sun. Many earthworks are intended to help us to better understand nature.
Some demonstrate the inherent differences between nature and civilization often pointing
out artists' desires to understand, conquer, and control natural processes.
During the late 1960s and early 1970s art began to move outdoors from galleries. Some
earthworks have been small enough to be gallery pieces, but many involve huge land
masses, as did Michael Heizer's Nine Nevada Depressions, 1968: big, curved and
zigzagging trenches, like abstract doodles on the earth, placed intermittently over a span
of 520 miles. Another example is the 1970 piece by Robert Smithson (American, 1938-
1973) titled Spiral Jetty, which extended 1500 feet into the Great Salt Lake, though today
it can be witnessed only through documentation.
Criticism
Students will view a power point presentation of The Wall, Stonewood, Dumfriesshire"
by Andy Goldsworthy. Then they will actively participate in small group discussions to
thoughtfully describe, analyze, interpret, and judge the work and use supporting evidence
from the group discussions to write an effective point-of-view essay that incorporates
how we are all connected to the ecology of the planet.
3
History
The history lesson will involve the students researching Andy Goldsworthy’s Cairn, Storm King
Wall, Two Oak Stacks, and Stone Houses, and other earth artists, Joseph Beuys 7000 Eichen,
Walter De Maria The NY Earth Room, Dennis Oppenheim Salt Flat, Robert Smithson Spiral Jetty,
James Turrell Roder Crafer, and Richard Long A line made by Walking, art movements
happening at the same time as Goldsworthy’s work, and historical events that happened during
the time Goldsworthy was making his work. Then they will use accurate conventions of research
writing to write a report (at least two pages) that ties all their research together in an organized
fashion to explain how Goldsworthy’s work reflects the time, place, and culture in which it is
made.
Aesthetics
The students will learn how we all respond to aesthetic by thoughtfully writing a personal
definition of art and after attentively viewing Andy Goldworthy’s video Rivers and Tides,
conscientiously apply and revise personal definitions of art.
Production
Students will learn about ideas of production and consumption and how we all develop symbols in
the production lesson. First they will view a demonstration of how to make a pinhole camera and
then following specific instructions carefully construct a pinhole camera. Then after studying
Andy Goldsworthy’s work, Snow Stacks, Balanced Sticks, Vue d’ Exposition, Hazel Tree
Smeared with Black Earth and White Chalk, Elm Branches and Mud, Raining, Elm Sticks Joined
with Mud, Torn Lines through Elm Leaves, Roof, Line, Flam, Finished, Broken Pavers Leftover,
using observation skills find a place or object in nature that resembles a piece of art and take a
picture of it with the pinhole camera..
About the artist
Andy Goldsworthy is an environmental sculptor in which he uses his natural
surroundings to create an art form. Andy Goldsworthy was born in 1956 in Chesire. He
studied at Bradford Art College and Preston Polytechnic. He has toured the world and
experimented with the world's alternating climate and different geographical materials
available. In 1986, he moved to Dumfriesshire, Scotland where he maintains his
residency.
Goldsworthy works directly with nature in which he uses a variety of materials including
leaves, twigs, flower petals, pinecones, sand, snow and stone. His work addresses issues
of growth and decay, seasonal cycles; and the idea that an artwork too has a natural life
that eventually must end. When he uses instruments at all, they are equally ‘found’
instruments: the stick with which he scrapes the sand, the thorns with which he sticks the
leaves together. More often, he lets nature work on its own, without the intervention of
any instrument: as when he lets icicles freeze together or lets his clay dry in the sun.
Sometimes the processing is negative: as when man-made structures of sand are
dismantled through the tide, or when a snowball collapses when melting, or when the
clay enveloping boulders bursts during the process of drying.
Andy Golsdworthy’s compositions are minimal . He replaces the chaos of leaves in the
forest or pebbles on the beach with a progression from one colour to another, from light
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to dark, from big to small or sticks fallen at random on the ground with a circle, or a line.
"At its most successful, my 'touch' looks into the heart of nature; most days I don't even
get close. These things are all part of a transient process that I cannot understand unless
my touch is also transient-only in this way can the cycle remain unbroken and the process
be complete."
Goldsworthy uses the photograph as a form of documentation to capture the essence of
his work. "Each work grows, stays, decays- integral parts of a cycle which the
photograph shows at its height, marking the moment when the work is most alive. There
is an intensity about a work at its peak that I hope is expressed in the image. Process and
decay are implicit."
Overview of Andy Goldsworthy from:
http://www.arthistory.sbc.edu/artartists/photoandy.html
http://www.hainesgallery.com/Main_Pages/Artist_Pages/AGOL.bio.html
http://d-sites.net/english/goldsworthy.htm
Written by Leigh Marshall
5
Enduring Concept
We are all connected to the ecology of the planet – we all develop and respond to symbols
Key Concepts to Consider
Many earthworks are intended to help us to better understand nature. Goldsworthy’s
work addresses issues of growth and decay, seasonal cycles; and the idea that an artwork too
has a natural life that eventually must end.
Unit Overview
- Students will use evidence from group discussions to write an effective point-of-view
essay that incorporates how we are all connected to the ecology of the planet
- Students will effectively write a report based upon their research illustrating how art
reflects time, place, and culture in which it is created
- Students will conscientiously apply and revise personal definitions of art
- Students will construct a pinhole camera and use their observational skills to take a
picture of a place or object in nature that resembles a piece of art
Overview of Individual Lessons
I. Lesson One: The ecology of Earth Art
After viewing a power point presentation of The Wall, Stonewood, Dumfriesshire, by Andy
Goldsworthy, the student will:
1) Actively participate in small group discussions to thoughtfully describe, analyze, interpret, and
judge the work
2) Use supporting evidence from the group discussions to write an effective point-of-view essay
that incorporates how we are all connected to the ecology of the planet
II. Lesson Two: Andy Goldsworthy and his art in history
After researching Andy Goldsworthy’s Cairn, Storm King Wall, Two Oak Stacks, and
“Stone Houses, and other earth artists, Joseph Beuys 7000 Eichen, Walter De Maria The NY
Earth Room, Dennis Oppenheim Salt Flat, Robert Smithson Spiral Jetty, James Turrell Roder
Crafer, and Richard Long A line made by Walking,” art movements happening at the same time
as Goldsworthy’s work, and historical events that happened during the time Goldsworthy was
making his work, student will:
Use accurate conventions of research writing to write a report (at least two pages) that ties all
their research together in an organized fashion to explain how Goldsworthy’s work reflects the
time, place, and culture in which it is made
III. Lesson Three: The aesthetic of earth art
Students will:
Prior to viewing examples Andy Goldworthy’s video Rivers and Tides, student will thoughtfully
write personal definitions of art
After attentively viewing Andy Goldworthy’s video Rivers and Tides, student will conscientiously
apply and revise personal definitions of art
IV. Lesson Four: Pin hole camera construction/ Pinhole camera photograph of art in nature
6
1. After viewing a demonstration of how to make a pinhole camera student will:
Following specific instructions carefully construct a pinhole camera
2. After studying Andy Goldsworthy’s work, Snow Stacks, Balanced Sticks, Vue d’ Exposition,
Hazel Tree Smeared with Black Earth and White Chalk, Elm Branches and Mud, Raining, Elm
Sticks Joined with Mud, Torn Lines through Elm Leaves, Roof, Line, Flam, Finished, Broken
Pavers Leftover, online student will:
Using observation skills find a place or object in nature that resembles a piece of art and take a
picture of it with the pinhole camera
Essential Questions
- How does Andy Goldsworthy’s work reflect the time, place, and culture in which it is made?
Essential Concepts
Earth art (also called "land art") refers to a movement of artists with wide ranging goals, but all
created in nature, employing such materials as stones, dirt, and leaves. "Earthworks" is the same
movement. More often, Andy Goldsworthy lets nature work on its own, without the intervention of
any instrument: as when he lets icicles freeze together or lets his clay dry in the sun. Sometimes
the processing is negative: as when man-made structures of sand are dismantled through the
tide, or when a snowball collapses when melting, or when the clay enveloping boulders bursts
during the process of drying.
National Content Standards and Benchmarks
3AV-P3. Identify intentions of those creating artworks, compare the implications of the various
purposes, and justify analysis of purposes in particular works. PO 1. Identify and analyze an
artist’s intentions in an artwork
2 AV-P1. Analyze and interpret how elements of time and place influence the visual
characteristics, content, purpose, and message of works of art. PO 2. Analyze the ways in which
a work of art expresses a point of view of the time and place in which it was
3 A-D2. Analyze the unique characteristics of aesthetic perception as compared with those of
general perception, which is only concerned with an immediate like or dislike of an image
1AV-P1. Create works of art that apply media, techniques and processes with controlled skill,
craftsmanship, confidence, understanding and sensitiviy. PO 1. Apply media, techniques and
processes with controlled skill in artwork
1AV-F5. Organize and develop visual solutions to given problems such as using color and line to
influence a response (e.g., joy, warmth, happiness, sadness) from viewer. PO 3. Create a work
based on selected solution to the given artistic problem
Glossary
- Earth Art
Handouts
- Website list for history lesson
- Instructions for making a pinhole camera
- Art criticism handouts
- Student reflection forms
Resources, Materials, and Websites
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1. Power point presentation of The Wall, Stonewood, Dumfriesshire, by Andy Goldsworthy
2. Art Criticism handouts
3. Paper
4. Pencils
5. Andy Goldworthy’s video Rivers and Tides
6. Handout with the following websites on it: www.artlex.com/Artlele/earthart.html, http://the-
artists.org/art-movements.cfm, http://staffweb.peoriaud.k12.az.us/SMHS_Library/CLASSES/ and
these works by Goldsworthy, Cairn, Storm King Wall, Two Oak Stacks, and “Stone Houses, and
other earth artists, Joseph Beuys 7000 Eichen, Walter De Maria The NY Earth Room, Dennis
Oppenheim Salt Flat, Robert Smithson Spiral Jetty, James Turrell Roder Crafer, and Richard
Long A line made by Walking,” SS/ Decades_1960s_to_Present.htm
7. 2 lb coffee can
8. dull black paint
9. medium paint brush
10. ice pick
11. no. 10 needle
12. fine sand paper
13. opaque black paper
14. scotch tape
15. instructions for making a pinhole camera handout
16. Pinhole camera
17. KODAK T-MAX 400 Professional Film, 120 size,
18. instructions for making a pinhole camera handout
19. opaque envelopes
8
LESSON SUMMARY
Standards: 3AV-P3. Identify intentions of those creating artworks, compare the
implications of the various purposes, and justify analysis of purposes in particular works.
PO 1. Identify and analyze an artist’s intentions in an artwork
______________________________________________________________
Title of Lesson The ecology of Earth Art
Enduring Idea We are all connected to the ecology of the planet
Grade Level High School
Measurable After viewing a power point presentation of The Wall, Stonewood,
Objectives(s) Dumfriesshire, by Andy Goldsworthy, the student will:
1) Actively participate in small group discussions to thoughtfully
describe, analyze, interpret, and judge the work
2) Use supporting evidence from the group discussions to write an
effective point-of-view essay that incorporates how we are all connected
to the ecology of the planet
Essential Questions How does Andy Goldsworthy’s work connect to the ecology of the
planet?
Resources & 1. Power point presentation of The Wall, Stonewood, Dumfriesshire, by
Materials Andy Goldsworthy
2. Art Criticism handouts
3. Paper
4. Pencils
5. Student reflection form
Motivation Viewing power point presentation of The Wall, Stonewood,
Dumfriesshire, by Andy Goldsworthy.
Explaining that the definition of art is something artificial or manmade,
where as the definition of nature is the physical world independent of
human intervention. Then explain that ecology is the study of organisms
in their natural environment. With this in mind use the critiquing process
to describe how Goldsworthy’s work The Wall, Stonewood,
Dumfriesshire,is connected to the ecology of the planet.
Vocabulary Description, analysis, interpretation, judgment, critique, art, nature
Earth art, ecology
Activities/Sequence 1. Introduce the lesson “The ecology of Earth Art” by having the students
listen to the explanation of art, nature, and ecology
2. Pass out art critiquing handouts that define each step of critiquing
3. Place students in groups of three or four
4. Pass out paper and pencils to all students
5. Show the students the power point presentation of The Wall,
Stonewood, Dumfriesshire, by Andy Goldsworthy
6. Now have the students elect one recorder for each group
7. Encourage each group to form a discussion around the four parts of
the critique of Goldsworthy’s work and have the recorder write down
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notes
8. Then ask the groups to organize the notes by telling the recorder
what revisions need to occur
9. Now have everyone in the groups write an individual critique using
their groups notes
10. Post the critiques up in the room
11. Fill out student reflections
Assessment Rubric
Objective Novice Acceptable Mastery
After viewing a power
point presentation of
"The Wall”,
Stonewood,
Dumfriesshire" by
Andy Goldsworthy,
the student will:
1) Actively participate Articulately describe, Without much Are not able to
in small group analyze, interpret, and articulation describe, describe, analyze,
discussions to judge Andy analyze, interpret, and interpret, and judge
thoughtfully describe, Goldsworthy’s work judge Andy Andy Goldsworthy’s
analyze, interpret, and while actively Goldsworthy’s work work or participate in
judge the work participating in small while participating in small group
group discussions small group discussions
discussions
2) Use supporting Effectively write a Some what effectively Ineffective in writing a
evidence from the point-of-view essay write a point-of-view point-of-view essay
group discussions to based on supporting essay based on based on supporting
write an effective evidence from group supporting evidence evidence from group
point-of-view essay discussions from group discussions
discussions
Student Reflection
Name _______________________ Teacher __________________ Date ____________
10
11
LESSON SUMMARY
Standards: _2 AV-P1. Analyze and interpret how elements of time and place influence the
visual characteristics, content, purpose, and message of works of art. PO 2. Analyze the
ways in which a work of art expresses a point of view of the time and place in which it was
created_____________________________________________________________
Title of Lesson Andy Goldsworthy and his art in history
Enduring Idea Art reflects time, place, and culture in which it is created
Grade Level High School
Measurable After researching Andy Goldsworthy’s Cairn, Storm King Wall, Two Oak
Objectives(s) Stacks, and “Stone Houses, and other earth artists, Joseph Beuys 7000
Eichen, Walter De Maria The NY Earth Room, Dennis Oppenheim Salt
Flat, Robert Smithson Spiral Jetty, James Turrell Roder Crafer, and
Richard Long A line made by Walking,” art movements happening at the
same time as Goldsworthy’s work, and historical events that happened
during the time Goldsworthy was making his work, student will:
Use accurate conventions of research writing to write a report (at least
two pages) that ties all their research together in an organized fashion to
explain how Goldsworthy’s work reflects the time, place, and culture in
which it is made
Essential Questions How does Andy Goldsworthy’s work reflect the time, place, and culture
in which it is made?
Resources & 1. Handout with the following websites on it:
Materials www.artlex.com/Artlele/earthart.html, http://the-artists.org/art-
movements.cfm,
http://staffweb.peoriaud.k12.az.us/SMHS_Library/CLASSES/ and these
works by Goldsworthy, Cairn, Storm King Wall, Two Oak Stacks, and
“Stone Houses, and other earth artists, Joseph Beuys 7000 Eichen,
Walter De Maria The NY Earth Room, Dennis Oppenheim Salt Flat,
Robert Smithson Spiral Jetty, James Turrell Roder Crafer, and Richard
Long A line made by Walking,” SS/ Decades_1960s_to_Present.htm
4. Writing paper
5. Pencils
6. Student reflection form
Motivation Researching Andy Goldsworthy’s Cairn, Storm King Wall, Two Oak
Stacks, and “Stone Houses, and other earth artists, Joseph Beuys 7000
Eichen, Walter De Maria The NY Earth Room, Dennis Oppenheim Salt
Flat, Robert Smithson Spiral Jetty, James Turrell Roder Crafer, and
Richard Long A line made by Walking,” , other art movements that
happened at the same time as Goldsworthy’s work, and historical events
that occurred during the time Goldsworthy created his work.
Explain to the students that they are to combine all their research into a
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report that is no less than two pages and tell them to be as creative and
organized as possible as they explain how Goldsworthy’s work reflects
the time, place, and culture in which it is made
Vocabulary
Activities/Sequence 1. Pass out handouts with websites, Goldsworthy’s work and other
artists work on it to all students.
2. Ask the students to research Goldsworthy and other earth
artists, art movements that happened at the same time as
Goldsworthy’s work, and historical events that occurred at the
same time as Goldsworthy’s work, by using the websites on the
handout and any other websites they find with information
pertaining to these topics they choose
3. Have the students write a report (no less than two pages) using
their found research that explains how Goldsworthy’s work
reflects the time, place, and culture in which it is made
4. Have each student recite their report in front of the class
5. Fill out student reflection forms
Assessment Rubric
Objective Novice Acceptable Mastery
After researching
Andy Goldsworthy’s
“Cairn,” Storm King
Wall,” Two Oak
Stacks,” and “Stone
Houses,” and other
earth artists, Joseph
Beuys “7000 Eichen,”
Walter De Maria “The
NY Earth Room,”
Dennis Oppenheim
“Salt Flat,” Robert
Smithson “Spiral
Jetty,” James Turrell
“Roder Crafer,” and
Richard Long “A line
made by Walking,”
art movements
happening at the
same time as
Goldsworthy’s work,
and historical events
that happened during
the time Goldsworthy
was making his work,
student will:
13
Use accurate Accurately uses With some accuracy Is unable to
conventions of conventions of uses conventions of accurately use
research writing to research writing to research writing to conventions of
write a report (at least write a report (at least write a report (at least research writing to
two pages) that ties all two pages) that ties all two pages) that ties all write a report (at least
their research their research their research two pages) that ties all
together in an together in an together in an their research
organized fashion to organized fashion to organized fashion to together in an
explain how explain how explain how organized fashion to
Goldsworthy’s work Goldsworthy’s work Goldsworthy’s work explain how
reflects the time, reflects the time, reflects the time, Goldsworthy’s work
place, and culture in place, and culture in place, and culture in reflects the time,
which it is made which it is made which it is made place, and culture in
which it is made
Student Reflection
Name _______________________ Teacher __________________ Date ____________
14
LESSON SUMMARY
Standards: 3 A-D2. Analyze the unique characteristics of aesthetic perception as
compared with those of general perception, which is only concerned with an immediate
like or dislike of an image
______________________________________________________________
Title of Lesson The aesthetic of earth art
Enduring Idea We all respond to the aesthetic
Grade Level High School
Measurable Students will:
Objectives(s)
Prior to viewing examples Andy Goldworthy’s video Rivers and Tides,
student will thoughtfully write personal definitions of art
After attentively viewing Andy Goldworthy’s video Rivers and Tides,
student will conscientiously apply and revise personal definitions of art
Essential Questions What aesthetic does Andy Goldsworthy’s work invoke?
Resources & Andy Goldworthy’s video Rivers and Tides
Materials
Motivation Introduce the lesson “The aesthetic of earth art” by asking the students
to think about what aesthetic characteristics art should have.
Have the students watch Andy Goldworthy’s video “Rivers and Tides
Earth art
Vocabulary
Activities/Sequence 1. Place students in groups of three
2. Have them write out definitions of what they think art is
3. Show Andy Goldsworthy’s video Rivers and Tides Place them
back in their groups
4. Have them revise their definitions of art
5. Organize a group discussion about how the students definitions
might have changed after seeing Goldsworthy’s work
Assessment Rubric
Objective Novice Acceptable Mastery
Students will:
15
Prior to viewing Definitions of art are Definitions of art are Definitions of
examples Andy thoughtfully written somewhat thoughtful art are not
Goldworthy’s video giving a precise and are written giving a thoughtfully
“Rivers and Tides,”, description of student’s description of the written and do
student will thoughtfully personal definition of art student’s personal not give a
write personal definitions definition of art that is precise
of art precise to a certain description of
degree student’s
personal
definition of art
After attentively viewing Definitions of art have Definitions of art have Definitions of
Andy Goldworthy’s video been conscientiously been revised and art have not
“Rivers and Tides,”, revised and applied to applied to the given been
student will the given example example with some conscientiously
conscientiously apply conscientiousness revised and
and revise personal applied to the
definitions of art given example
Student Reflection: How does Goldsworthy's artwork encourage viewers to find beauty in
nature?
Name _______________________ Teacher __________________ Date ____________
16
LESSON SUMMARY
Standards: 1AV-P1. Create works of art that apply media, techniques and processes with
controlled skill, craftsmanship, confidence, understanding and sensitiviy. PO 1. Apply
media, techniques and processes with controlled skill in
artwork____________________________________________________________
Title of Lesson Pin hole camera construction
Enduring Idea All of us produce and consume
Grade Level High School
Measurable After viewing a demonstration of how to make a pinhole camera student
Objectives(s) will:
Following specific instructions carefully construct a pinhole camera
Essential Questions How can the construction of a pinhole camera reflect ideas of production
and consumption?
Resources & 1. 2 lb coffee can
Materials 2. dull black paint
3. medium paint brush
4. ice pick
5. no. 10 needle
6. fine sand paper
7. opaque black paper
8. scotch tape
9. instructions for making a pinhole camera handout
Motivation A demonstration on making a pinhole camera accompanied by a
handout with instructions
Vocabulary
Activities/Sequence 1. Pass out instructional handouts on how to make a pinhole
camera to students
2. Demonstrate how to make a pinhole camera
3. First paint the coffee can lid black on both sides
4. Paint the inside of the coffee can with dull black paint
5. Next make the pinhole in the opposite end of the lid by making a
small hole with an ice pick
6. Then enlarge the hole with the no. 10 needle.
7. Smooth the edges of the hole with the sandpaper
8. The shutter for the camera can be made with a flap of opaque
dark paper hinged with a piece of tape. You can use a small
piece of tape to hold the shutter closed while you aren't taking a
picture
9. Do a final check over each student’s pinhole camera
10. Fill out student reflections
17
Assessment Rubric
Objective Novice Acceptable Mastery
After viewing a
demonstration of how
to make a pinhole
camera student will:
Following specific Carefully following Followed the Did not follow the
instructions carefully specific instructions instructions to a instructions or
construct a pinhole student successfully degree and somewhat successfully construct
camera constructed a pinhole successfully a pinhole camera
camera constructed a pinhole
camera
Student Reflection
Name _______________________ Teacher __________________ Date ____________
18
LESSON SUMMARY
Standards: 1AV-F5. Organize and develop visual solutions to given problems such as
using color and line to influence a response (e.g., joy, warmth, happiness, sadness) from
viewer. PO 3. Create a work based on selected solution to the given artistic problem
___________________________________________________________
Title of Lesson Pin hole camera photograph of art in nature
Enduring Idea All of us develop symbols
Grade Level High School
Measurable After studying Andy Goldsworthy’s work, Snow Stacks, Balanced Sticks,
Objectives(s) Vue d’ Exposition, Hazel Tree Smeared with Black Earth and White
Chalk, Elm Branches and Mud, Raining, Elm Sticks Joined with Mud,
Torn Lines through Elm Leaves, Roof, Line, Flam, Finished, Broken
Pavers Leftover, online student will:
Using observation skills find a place or object in nature that resembles a
piece of art and take a picture of it with the pinhole camera
Essential Questions How does the artwork of Andy Goldsworthy show symbols of the natural
environment?
Resources & 1. Pinhole camera
Materials 2. KODAK T-MAX 400 Professional Film, 120 size,
3. instructions for making a pinhole camera handout
4. opaque envelopes
Motivation Andy Goldsworthy’s work, Snow Stacks, Balanced Sticks, Vue d’
Exposition, Hazel Tree Smeared with Black Earth and White Chalk, Elm
Branches and Mud, Raining, Elm Sticks Joined with Mud, Torn Lines
through Elm Leaves, Roof, Line, Flam, Finished, Broken Pavers Leftover
Explain to the students that they are going to go on a walk in nature and
that they are to use their observation skills to find a place or object that
resembles a piece of art
Vocabulary
Activities/Sequence 11. Have the students view Andy Goldsworthy’s work, Snow Stacks,
Balanced Sticks, Vue d’ Exposition, Hazel Tree Smeared with
Black Earth and White Chalk, Elm Branches and Mud, Raining,
Elm Sticks Joined with Mud, Torn Lines through Elm Leaves,
Roof, Line, Flam, Finished, Broken Pavers Leftover, online
12. Pass out KODAK T-MAX 400 Profesional Film, 120 size, that
has been cut into 2 3/8-inch squares and placed in opaque
envelop, one per student
13. Have students take home their pinhole camera and film and load
it in their bathroom in complete darkness
14. Take the students on a nature walk and ask them to find a place
or object that resembles a piece of art
15. Have the students set up their cameras to take a picture of the
natural place or object
16. Take all the cameras to a local developer and have the film
developed
17. Once the photos are returned to the students have them title
them
19
18. Mont all the photos along with titles and students names up in
the room
19. Have a group discussion about the photos
20. Fill out student reflections
Assessment Rubric
Objective Novice Acceptable Mastery
After studying Andy
Goldsworthy’s work,
Snow Stacks,
Balanced Sticks, Vue
d’ Exposition, Hazel
Tree Smeared with
Black Earth and White
Chalk, Elm Branches
and Mud, Raining,
Elm Sticks Joined with
Mud, Torn Lines
through Elm Leaves,
Roof, Line, Flam,
Finished, Broken
Pavers Leftover,
online student will:
Using observation Used observational Used limited Does not use
skills find a place or skills and observational skills observational skills or
object in nature that successfully and somewhat incorporate nature
resembles a piece of incorporates nature successfully
art incorporates nature
Carefully composes a Composes an Composes an Does not compose an
photograph of their effective photograph ineffective photograph effective photograph
place or object in using the pinhole using the pinhole or use the pinhole
nature that resembles camera camera camera
a piece of art
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Student Reflection
Name _______________________ Teacher __________________ Date ____________
21
