The Landscape by zug10789


									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

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.

   paper or canvas
   paint
   brushes
   containers for water
   palettes or plastic container lids for mixing paint

             1. During a class brainstorming session students will make three lists
                of words – one that describes the sky, one the land, and one the

             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 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.

   paper
   writing tools
   stone from their environment

             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.

   paper
   writing tools
   camera (optional)
             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
                 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.

   paper or canvas
   paint
   brushes
   containers for water
   palettes or plastic container lids for mixing paint
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

Possible Extensions
Students could use selected writing and images in their yearbook.

To top