The Art of Ecology

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The Art of Ecology

Connor L. Gifford
ARE 589 (Fall 2006)
Northern Arizona University
Flagstaff, Arizona
Contents

Rationale and Overview of Instructional Unit of Study

Enduring Idea

Key Concepts

Unit Overview

Overview of Individual Lessons

Essential Questions

National Content Standards

Glossary

Resources, Materials, and Websites

Lesson Summary 1

Lesson Summary 2

Lesson Summary 3

Lesson Summary 4
The Art of Ecology

Rationale and Overview of Instructional Unit of Study

The Art of Ecology is designed to teach fourth grade students about the ways in which art can

express a connection to the natural environment. After examining the art of ecological artists

from art history, they will be asked to consider the connections between art and ecology. The

intention of this unit of study is to help students gain a better understanding of how art can help to

solve and raise awareness of global environmental issues.

The students will view a slide show of ecological work beginning with Thomas Cole’s romantic

landscapes. The slide show will end with the work of Lynne Hull, a contemporary Colorado artist.

Her work will be discussed throughout the course of the unit. Questions about the nature and

purpose of ecological art will be posed, as well as a brief overview of ecology. This will lead into

an open discussion about the aesthetic qualities and critical aspects of this art form.

After group reflection upon the work of ecological artists, personal observation and

contemplation will be brought into practice. Local ecology will be recorded in handmade eco-

journals, along with any other ideas and inspirations. Students will make their own journals and

use pencil, colored pencil, collage, and oil pastel to work with. The teacher will give a

demonstration on the techniques and practice of eco-journaling. The students will take their

journals outside to the playground for drawing, coloring, and writing of ideas. Students will be

encouraged to note their inspired observations in ways that an ecological artist might. This

exercise will be done in the playground.

The journals will be used for sketching designs for ecological art projects. In the spirit of

Lynne Hulls’ habitat sculptures, students will make birdfeeders out of reclaimed material. The

birdfeeders will be painted with designs the students have worked on in their eco-journals. These

designs will be directly relevant to the principles of ecological art. The birdfeeders will be created

to go in a yard. Local ecology and bird species will be discussed and recorded in the eco-
journals. Students will list local birds they know by name, or learn about the birds from a

regionally appropriate bird book in class. Thumbnail sketches of these birds and notes on their

habits can be recorded in the journals. This will enable students to learn about and discuss the

science of ecosystems. The birdfeeders will be viewed as sculpture to be placed within the

landscape, thus merging ecology with art. They will be viewed as sculpture in the same way that

Lynne Hulls’ raptor roosts are sculptures. Global ecology will also be addressed, including global

warming and the potential effect this will have on all of Earths’ ecosystems. Students will be

asked what types of ecological art projects could help solve these problems.

The Art of Ecology will culminate in a class project that will be displayed to the rest of the

school. The students will work together in groups to make collaborative Earth awareness flags.

The eco-journals will be attached to the Earth awareness flags so that they may be read. This

will enable the students to communicate with the community their insights about ecological art.

This will be a publicly displayed art project that will allow the students to experience the effect

ecological art can have on society.

In conclusion, students that meet the objectives should understand how art can express the

connections the between humans and the environment. An understanding of the basic principles

and purpose of ecological art could yield creative problem solving skills in the students.

Environmental problems such as species depletion and global warming could potentially be

solved with ecological art. As Gyorgy Kepes says in his book Arts of the Environment, students

should “understand that, through social communication, it is within our intellectual and emotional

power to shape a sounder evolutionary future” (4). The Art of Ecology is designed to equip

students with these abilities, and to aesthetically attune students to ecological art that is already

in existence.

Literature Cited

Kepes, G. 1972. Arts of the Environment. New York: George Braziller, Inc.
Enduring Idea

We can use artistic expression to communicate our personal and cultural connection to the

ecology of the planet.

Key Concepts

Ecological art is artwork created by artists that are concerned about global and local

environments. The purpose of ecological art is to restore balance and find harmony in the

relationship between humans and the natural environment.

Unit Overview

 Students will view a slide show of ecological art work and answer questions about the

nature of the artwork. They will actively participate in open group discussion about the

purpose and meaning of ecological art.

 Students will record personal observations and reflections in eco-journal based on

ecological art and ecology.

 Students will construct and paint birdfeeders using symbols relevant to ecological art.

Students will discuss and eco-journal about local bird populations, and how the

birdfeeder can be seen as ecological art.

 Students will work collaboratively in groups to make Earth awareness flags. They will

effectively communicate their collective understandings of ecological art to the school

population.

Overview of Individual Lessons

 Lesson 1: Students will view a slide show of ecological art and answer questions about the

nature of this art form. After viewing the work of Colorado artist Lynne Hull, students will be

asked to critique her art and discuss its qualities. Students will create an eco-journal out of

paper to draw and write in.
 Lesson 2: Students will go on a field trip to the playground. They will use their eco-journals

to record their observations of nature in the playground. They will be encouraged to use their

eco-journal in the same way that an ecological artist might. Journaling techniques using

pencil, colored pencil, and oil pastel will be briefly demonstrated by the teacher. The

teacher’s journal will be shown to the students as an example.

 Lesson 3: Students will make a birdfeeder out of reclaimed wood as a garden sculpture. The

birdfeeders will be painted with symbols relevant to ecological art. Students will participate in

a discussion regarding local bird populations and environmental issues. They may use their

journals to record observations.

 Lesson 4: Students will collaborate in groups to create Earth awareness flags to hang in the

school. The eco-journals will be attached to the flags.

Essential Questions

 Can you see the similarities in the art work of these artists?

 Can a personal or community based relationship to nature be expressed with art?

 Can ecological art help wildlife? Why is this important?

 How can ecological art solve environmental problems?

 Is environmental restoration a good use for art? Why or why not?

 How can art be used to heighten community awareness of global environmental issues?

National Content Standards

 Content Standard #1: Understanding and applying media, techniques, and processes.

 Content Standard #3: Choosing and evaluating a range of subject matter, symbols, and

ideas.

 Content Standard #5: Reflecting upon and assessing the characteristics and merits of

their work and the work of others.

 . Content Standard #6: Making connections between visual arts and other disciplines
Glossary (Students will be given handout of all glossary terms)

 Ecology-The science of the relationships between organisms and their environments.

 Ecological Art-Art that concerns ecology, or the environment, and its relationship to

humanity. First recognized as an art movement in the 1960s and 1970s, it was then

referred to as Earth, or Environmental Art. The theme of Ecological Art can also be found

in the work of the Romantic landscapes and throughout art history.

 Aesthetics-Pertaining to the criticism of taste, or a sense of the beautiful.

 Journal-A personal record of experiences and reflections kept on a regular basis.

 Ecosystem-An ecological community together with its physical environment, considered a

unit.

 Habitat-The area or type of environment in which an organism or biological population

normally lives.

 Ecological Artist-An artist who creates art that is related to the environment.

 Global Warming-The effect of excessive carbon dioxide on Earth, which is resulting in a

growing hole in the protective ozone layer of the atmosphere.

Resources, Materials, and Websites

 www.ecologicalart.org

 www.greenmuseum.org

 www.eco-art.org

 80 lb. budget drawing paper 12x18”

 Multicolored construction paper

 Pencils

 Erasers

 Pencil sharpeners

 Colored pencils

 Oil pastels

 Glue
 Scissors

 Acrylic paint

 Paintbrushes

 Jars and water

 Recycled heavy duty card board

 Fast-drying glue

 Wire/wire cutter

 Newspaper

 Rags

 Painting smocks

 Butcher Paper

 String

 Stapler

Lesson 1

 National Content Standards: Content Standard #3: Choosing and evaluating a range of

subject matter, symbols, and ideas. Content Standard #6: Making connections between

visual arts and other disciplines.

Title The Art of Ecology

Enduring idea We are all connected to the ecology of the
planet.
Grade Level 4

Measurable Objectives 1. After attentively viewing slides of
ecological art students will answer
questions about the meaning of this
art form.
2. Students will actively participate in
a group discussion about the
questions and answers, with an
emphasis on the work of Lynne
Hull.
3. Students will make eco-journals
and creatively record an accurate
understanding of ecological art
Essential Questions 1. Can you see any similarities in
the art work of these artists?
2. Can a personal or community
based relationship to nature be
expressed through art?
3. What is the meaning and
purpose of Lynne Hull’s art
work?
Resources and Materials Budget drawing paper 12x18”
Multi colored construction paper
Scissors
Stapler
Pencils
Erasers
Pencil sharpener
Colored pencils
www.ecologicalart.org
www.eco-art.org
www.greenmuseum.org
Motivation Power Point slide show of the art history of
ecological art.
Activities Sequence 1. Students will view the Power
Point slide show of the art
history of ecological art.
2. Students will answer the three
essential questions.
3. Students will actively engage in
an open discussion about all
questions and answers, with
an emphasis on the work of
Lynne Hull.
4. The teacher will show students
an example of an eco-journal
and introduce to them the idea
of using an eco-journal.
5. Each student will be given two
12”x18” pieces of color
construction paper, and 10
sheets of 12”x18” white budget
drawing paper.
6. The white paper will be
sandwiched between the two
pieces of colored paper and
stapled three or four times along
the edge, to make a book (eco-
journal).
7. Students will then be asked to
record anything they want to
that relates to the class
discussion and ecological art
with drawing and writing in their
eco-journal.

Assessment Rubric
Objective Mastery Acceptable Novice

After attentively Provides a clear Provides some Provides no
viewing slides of understanding of why understanding of why understanding of why
ecological art students the ecological the art works were the art works were
will answer questions artworks were made. made. made.
about the meaning of
this art form.
Students will actively Actively participates in Participates Does not participate in
participate in a group group discussion. somewhat actively in group discussion.
discussion about the group discussion.
questions and
answers, with an
emphasis on the work
of Lynne Hull.
Students will Creatively records an Creatively records a Does not demonstrate
creatively record an accurate perception of somewhat accurate an understanding of
accurate the meaning and perception of the ecological art in eco-
understanding of purpose of ecological meaning and purpose journal.
ecological art in their art in eco-journal. of ecological art in
eco-journals. eco-journal.

Lesson 2

National Content Standards: Content Standard #1: Understanding and applying media,

techniques, and processes. Content Standard #3: Choosing and evaluating a range of subject

matter, symbols, and ideas.

Title Eco-journaling
Enduring Idea We all develop symbols.
Grade Level 4
Measurable Objectives 1. Students will creatively record their
observations of nature in their eco-
journal, accurately demonstrating an
understanding of ecology.
2. Students will reflectively contemplate
ecological art and creatively record
ideas in eco-journal.
Essential Questions 1. Can ecological art help wildlife?
2. How can ecological art solve
environmental problems?
Resources and Materials 1. Eco-journals
2. Pencils
3. Erasers
4. Pencil sharpeners
5. Colored pencils
6. Oil pastels
Motivation To go on a field trip into nature
Activities Sequence 1. Class will go to the playground with
eco-journals and art supplies. Each
student will be given an equal amount
of art supplies to carry in a zip lock
bag, along with their eco journal.
2. Class will observe teacher
demonstration of sketching in journal,
both from life and from imagination.
This demonstration will reflect the
principles of ecological art.
3. Students will answer essential
questions and relate the answers to the
work of Lynne Hull.
4. Students will go to an area of the
playground and observe, reflect, write,
and draw in their eco-journals in a
focused way for 15 minutes.
5. Class will regroup and share
discoveries. Teacher will again give
demonstration of technique and
elaborate upon ideas.
6. Students will again disperse around the
playground and eco-journal in a
focused way for 10-15 minutes.
7. Class will regroup and again share
insights. Students will be encouraged
to write down any further ideas.

Assessment Rubric

Objective Mastery Acceptable Novice

Students will Records observations Records some Does not record
creatively record their of nature in eco- observations of nature observations of nature
observations of nature journal and accurately in eco-journal and in eco-journal or
in their eco-journal, demonstrates an demonstrates a mild demonstrate an
accurately understanding of understanding of understanding of
demonstrating an ecological art. ecological art. ecological art.
understanding of
ecology.
Students will Reflectively Attempts to reflect Does not attempt to
reflectively contemplates on upon ecological art reflect upon ecological
contemplate ecological art and and records some art and does not
ecological art and records ideas in eco- ideas in journal. record any related
creatively record journal. ideas in eco-journal.
ideas in eco-journal.

Lesson 3

National Content Standards: Content Standard #6: Making connections between visual arts and

other disciplines. Content Standard #3: Choosing and evaluating a range of subject matter,

symbols, and ideas.

Title Garden Birdfeeder
Enduring Idea We are all connected to the ecology of the
planet.
Grade Level 4
Measurable Objectives 1. Students will construct a birdfeeder
and paint it using symbols relevant to
the principles of ecological art.
2. Students will actively participate in a
discussion about local birds, the
environment, and how the birdfeeders
can be seen as ecological art.
Essential Questions 1. Can ecological art help wildlife? Why
is this important?
2. Is environmental restoration a good
use for art? Why or why not?
Resources and Materials 1. Recycled heavy duty cardboard, Precut
into the following 9 pieces per student:
1 4x6”, 2 4x3”, 2 6x3”, 2 2x6”, 2 1x7”.
2. Recycled wire
3. Wire cutters (for adult use only)
4. Box cutter (for adult use only)
5. Acrylic paint
6. Jars and water
7. Paintbrushes
8. Oil pastels
9. Colored pencils
10. Pencils
11. Erasers
12. Pencil sharpener
13. Fast-drying glue
14. Rags
15. Newspaper
16. Local bird book
17. Eco-journals
18. Painting smocks
19. Paper tape
Motivation To feed wild birds with a garden birdfeeder.
Activities Sequence 1. Cover tables with newspaper.
2. Give each student a painting smock, 9
pre-cut pieces of heavy duty
cardboard, paintbrush, fast drying glue,
and wire.
3. Use finished birdfeeder to show
students how the pieces fit together.
4. Glue the 2 3x6” pieces of cardboard
sideways onto the long top edge of the
4x6” piece
5. Glue the two 3x4” pieces onto the
ends, sideways. These 5 cardboard
pieces should now form a box.
6. Use paper tape to create a roof with
the 2 2x6” pieces, they should form an
A-frame. Reimburse with tape on both
sides. (Paper tape should be made of
brown paper, so that it may be painted
over.)
7. Glue the 2 1x7” pieces into the interior
small ends of the box sticking straight
up.
8. Reimburse the 2 1x7” pieces with
paper tape.
9. Attach the A-frame roof to the 1x7”
pieces. They may need to be trimmed
a bit for a perfect fit.
10. Reimburse any area of the birdfeeder
that needs reinforcement.
11. All paintbrushes containing glue must
be thoroughly washed.
12. When the glue is dry, give each
student a jar with water, more
paintbrushes, and paints. They should
have their eco-journals with them.
13. Paint birdfeeders with symbols relevant
to the theme of ecological art.
14. When painting is done, put hangers on
feeders with wire.
15. Ask students what they know about
local birds.
16. Go over the habits of several local
birds; show children how to use the
bird book. Discuss the ways that birds
contribute to ecology and how this
relates to the larger global ecology.
17. Students may write or draw further
observations in their eco-journals.

Assessment Rubric

Objective Mastery Acceptable Novice
Students will construct Birdfeeder is Birdfeeder is Birdfeeder is not
a birdfeeder and paint completed and completed and completed or painted
it using symbols painted with an painted with some with an ecological art
relevant to the ecological art theme. ecological art theme. theme.
principles of
ecological art.
Students will actively Actively engages in Engages some in Does not participate in
participate in a discussion about local discussion about local class discussion.
discussion about local birds, the birds, the
birds, the environment, and how environment, and how
environment, and how birdfeeders can be birdfeeders can be
the birdfeeders can be seen as ecological art. seen as ecological art.
seen as ecological art.

Lesson 4

National Content Standards: Standard #5: Reflecting upon and assessing the characteristics

and merits of their work and the work of others.

Title Earth Awareness Flags
Enduring Idea We are all connected to the ecology of the
planet.
Grade Level 4
Measurable Objectives 1. . Students will collectively analyze the
basic principles of ecological art, and
critically discuss how these may be
used in communicating with others
about environmental issues
2. Students will collectively choose one
theme relating to ecological art and
environmental issues and create
Earth awareness flags that will
effectively communicate their chosen
theme to the community.
Essential Questions We are all connected to the ecology of the
planet.
Resources and Materials 1. Butcher Paper
2. Scissors
3. Glue
4. Construction paper
5. Eco-journals
6. Pencil
7. Colored pencil
8. Oil pastels
9. Erasers
10. Pencil sharpener
11. String
12. Stapler
Motivation To create a group project that will be displayed
to the entire school, to raise Earth awareness.
Activities Sequence 1. Have students choose one ecological
art idea or environmental issue and
write and draw about it in their eco-
journal.
2. Tell the students to complete their eco-
journals, and to illustrate their chosen
idea or issue on the cover. They
should give their eco-journal a title.
3. Have each student sign their eco-
journal and divide them into even
numbered groups.
4. Give each group a sheet of butcher
paper (size of butcher paper will
depend on the number of students
there are in the class. The butcher
paper will need to be large enough to
mount the group’s eco-journals on it.
There needs to be at least a one foot
border around the eco-journals for the
students to work on.
5. Have the groups decide upon a theme
from the class and collaborate on how
they want to present this with their
earth awareness flag. It must relate to
ecological art and an environmental
issue, such as global warming.
6. Students must decide upon the best
way to execute their idea with writing
and drawing on the flag, and the eco-
journals need to be mounted onto the
earth awareness flags.
7. Divide the class into even numbered
groups.
8. Give the groups at least 30 minutes to
work on their flags, longer if possible.
9. Have the groups finish up their flags 20
minutes before the end of class and
have them staple the string to the flag
so that it may be hung
Allow each group to tell the class about
their flag before stringing them together to
hang in the school.

Assessment Rubric

Objective Mastery Acceptable Novice

Students will Works with group to Participates some in Does not participate in
collectively analyze analyze principles of group discussion and group work or attempt
the basic principles of ecological art, and makes an effort at to apply themes to
ecological art, and participates in critical applying the themes communication of
critically discuss how discussion about how of ecological art to the environmental issues.
these may be used in to communicate to communication of
communicating with others about environmental issues.
others about environmental issues
environmental issues. using these principles.
Students will Works in group to Participates some in Does not participate in
collectively choose select one theme and group creation of group creation of
one theme relating to collaborates on Earth Earth awareness flag. Earth awareness flag.
ecological art and awareness flag.
environmental issues
and create Earth
awareness flags that
will effectively
communicate their
chosen theme to the
community.