The Landscape Developed By Gweneth Branch-Rice Suggested Length Lesson # 1: Four 80 minute classes Lesson # 2: One 80 minute class Lesson # 3: Two 80 minute classes Lesson # 4: Five 80 minute classes Suggested Grade Level(s) 10, 11 Subject Areas Social studies, visual arts, language arts Overview Students will view and discuss a number of landscape paintings and examine their own connections to the land. Links to Curriculum Outcomes Students will (be expected to) demonstrate an understanding of the interactions among people, places, and the environment (social studies) evaluate how physical and human systems shape the features, uses, and perceptions of place (social studies) create art works to carry personal messages to a diverse range of audiences (visual arts) communicate information and ideas effectively and clearly and to respond personally and critically(language arts) Links to Telling Stories: Themes / Key Words landscape naturalism perspective Art Works Arctic Scene with Hunter in Background, Pudlo Pudlac, CAG 78.10.2 Maligne Lake, Jasper Park, Lawren Harris, Collection of the National Gallery 3541 Returning Home, Robert Harris, CAG H-142 View Across the Park, Robert Harris, CAH H-76 Landscape, Robert Harris, CAG H-67 Lesson #1: Landscape as Self Portrait Objective Students will create an art work that portrays their connection to their environment. Materials paper or canvas paint brushes containers for water palettes or plastic container lids for mixing paint Activities 1. During a class brainstorming session students will make three lists of words – one that describes the sky, one the land, and one the water. 2. Transcribe the words on separate pieces of paper and placed in a container from which each student will choose three at random. 3. Filling their page, students will construct an outline drawing of their head and shoulders. 4. Using their three words as inspiration students will paint a landscape inside of the outline drawing. The landscape will reflect the student’s personality. Computer Option Students could do an image search on www.google.com for photos of different kinds of landscapes. Ideas for Assessment Note the extent to which students demonstrate: skill in the handling of art materials used commitment and effort a considered use of the three words chosen Lesson #2: Waxing Poetic Objective The class as a group will construct a sculptural landscape art work. Materials paper writing tools stone from their environment Activities 1. Viewing and discussing the referenced art works, students will each choose a favourite and select one word to describe it. 2. On the stone they have brought from home have them find a way to record their word. 3. Each student will contribute their word and stone to a site specific art piece. (Some possible ideas for the configuration of the class piece would be to consider the spelling of a class word or the designing of a Zen garden). Computer Option Use key words Zen gardens to do Internet research. Also, find examples on the web of other site specific art works. Ideas for Assessment Students will demonstrate: Effort and commitment Positive participation in group tasks Imaginative choices Digital photos of the piece could be posted on the school web site. Lesson #3: Community Changes Objective Students will record changes to their environment since their grandparents’ time. Materials paper writing tools camera (optional) Activities 1. With students, view and discuss the art works listed above. Some ideas for discussion questions include: How do you think the landscape may have changed since the artist created the painting? What do you think attracted the artist to this particular landscape? What parts of the painting give us a clue to the time period in which it was painted? 2. Contacting a senior in their community, students will interview them about their memories of the land. Focussing the interview on questions about what the senior did for fun when a child and about how that landscape in which they played has changed over the years should give the students valuable information. 3. The students will then report this interview information back to the class and also suggest ways this area might be used in the future. Computer Option Students could report their findings on a school web page that would be of interest to many people in the community. Ideas for Assessment Students should demonstrate: development of group discussion skills well thought out interview questions clarity and skill in delivering their information to the class Lesson #4: Different Points of View Objective Students will paint one of the referenced art works from a new point of view. Materials paper or canvas paint brushes containers for water palettes or plastic container lids for mixing paint Activities Ask students to view and discuss the referenced landscapes in terms of the elements and principles of design, noting especially the various depictions of space. For example, they should compare the sense of space as depicted in the Pudlac landscape with the space depicted in the Harris works. 1. Depending on the prior knowledge of the students, review what is meant by bird’s eye and worm’s eye view and examine together examples of each perspective. 2. Students now choose one of the landscapes that they have viewed and repaint it from either a bird’s eye view or a worm’s eye view. They should find that playing with space can turn an ordinary scene into something quite extraordinary. Challenge them to convey a personal message about the landscape in their work. 3. Invite students to provide and give feedback to peers who have chosen to use the same perspective and painting. Ideas for Assessment Students should demonstrate an awareness of different points of view and how to depict them as demonstrated in their painting. An artist’s statement about the created work can provide evidence of personal engagement with the landscapes. Suggested Resources www.artcyclopedia.com www.getty.edu http://national.gallery.ca/ Possible Extensions Students could use selected writing and images in their yearbook.
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