LP nature art

							NAME: Caty Laushway                                    OPTION: Central               EMAIL:caty.laushway@utoronto.ca


                                       Visual Arts Lesson Plan
 Title: Outdoor art: fun and smart!                                     Grade: 1/2
                                                     Timing: 1 h 40 min
 Overview/Big Idea:
 The big idea of this lesson is ‘nature.’ Students will begin by looking at art by Andy
 Goldsworthy and considering how and why he only uses natural objects. They will move to
 a natural area and discuss how the natural objects there help people. They will then place
 natural materials into arrangements that have at least two geometric shape of their
 choosing.
 Specific Curriculum Expectations: (at least one from each of the three Visual Art strands and other subjects if
 integrated)
 Art (both grades)
 D1.4 use a variety of materials, tools, and techniques to respond to design challenges
 D2.1 express their feelings and ideas about art works and art experiences
 D3.2 demonstrate an awareness of a variety of works of art from diverse communities,
 times, and places
 Math - geometry
 Gr. 1 - compose patterns, pictures, and designs, using common two-dimensional shapes
 Gr. 2 - compose and describe pictures, designs, and patterns by combining two-dimensional
 shapes
 Materials & Tools:
 Images of art by Andy Goldsworthy
 Digital camera(s)
 Artists/Artworks: (must also be included in the lesson)
 Various artworks by Andy Goldsworthy. Focus on his artworks that were made from
 materials that are available in a natural area close to the school. (sticks, leaves, rocks, etc.)
 Examples of his artworks:
 Incredible serpentine tree roots
 Dandelions and hole
 Stone circle
 (Images from Andy Goldsworthy Digital Catalogue - http://www.goldsworthy.cc.gla.ac.uk/, as
 well as other digital sources)
 Quality Art Education: have you included…
  Looking at Art (by professional and amateur artists)
  Discussing or writing about art
  Making Art
 --------------------------------------------------------------------
  Is it also integrated with another discipline?
 (if so, you must list these expectations on first page)
 Special Considerations:
Send a letter home to parents/guardians informing them that the students will be leaving the
school grounds for a walking trip/field trip close to the school & requesting that students wear
appropriate clothing and footwear.
                                     Delivering the Lesson
 Timing   Grouping       Warm-up/Mental Set
          W S        I   Show images of artwork by Andy Goldsworthy. Ask questions to facilitate a
   20                    discussion around his art. (e.g. What do you see? How do you think he
          X              made that sculpture/What is it made from? What shapes do you see? Why
                         do you think he only uses objects from nature? Where was he standing
                         when he photographed the sculpture? Does this remind you of other types
                         of artwork? Do you like his art? etc.)

                         Body of the Lesson (Step-by-Step)
   10                    Explain the task to students: on their own or with a partner, they are to
          X              create a small arrangement using only the materials they find in the natural
                         area. The challenge is that the arrangements must have at least two
                         geometric shapes in it. They should think about what kind of shapes they
                         are making with their materials. They should also describe how their
                         materials help people and other living things. When they are done, they
                         may take 3 photos of their arrangements. Review safety expectations before
                         leaving the school.

          X              Walk to trip site. Ask questions about the natural surroundings. (What do
   15                    you see here that people need? What other living things need the things we
                         need? What would happen to people if that resource disappeared?)

                  Remind students of task. Give time for working on arrangements. While
   40         X X monitoring, ask students if their artwork reminds them of art from other
                  artists, peoples or places. Also ask students about what shapes they are
                  using and how their materials help people. Have students photograph their
                  work when they are done.

                         Closure:
   15     X              Have students do a gallery walk to see all the arrangements. Students can
                         comment and ask questions to each other about their arrangements. Have
                         students return the materials to where they found them. Return to school.


 Reflections (what worked/didn’t work and what changes are needed for next time)
  Overall, the students demonstrated an understanding of the task of creating an arrangement
   with geometric shapes. The arrangements and sculptures were very well done. Students
   enjoyed creating art outdoors and interacting with the natural environment.
  Some students finished very early while others took longer to create their art. The early
   finishers were given the option of seeing the other creations, making a new one, or reflecting
   on why they liked being outdoors.
  A change I would make to this lesson would be to go over how to use the cameras before
   leaving the school. Many students had trouble taking photos at first because they did not
   understand that they had to hold down the shutter release button for a few seconds.
*Grouping: W = Whole class; S = Small group; I = Independent
  Artwork by Andy Goldsworthy
    (examples of art shown to students)




Student Outdoor Art