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					   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


                                                                                                  4
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




                                                                                                     7
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



                                                                                               9
                          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



                                                                                               12
                        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




                                                                                                 20
                               Student Reflection
Name _______________________ Teacher __________________ Date ____________




                                                                            21

				
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