Submitted by: Jackie Hamnett
Grade level: elementary
Core Competencies: creative-thinking,social-responsibility,communication
Subject Disciplines: fine-arts,outdoor-education
Nature Art
Grade 4/5 Class
Big Idea
·
Artists experiment in a variety of ways to
discover new possibilities
Curricular
Competencies
Create artistic works collaboratively and as an
individual using ideas inspired by imagination, inquiry, experimentation, and
purposeful play
·
Describe and respond to works of art and explore
artists’ intent
This lesson will begin in the classroom and then move
outdoors
Learning Objectives
·
Use loose parts to create a piece if art outdoors
·
Use a variety of natural material to create a
picture
·
Respond to other student’s art pieces
First Nations Principles of
Learning
·
Learning is holistic, reflexive, reflective,
experiential, and relational (focused on connectedness, on reciprocal
relationships, and a sense of place).
Resources
·
Camera
·
Whistle
·
Pencils
·
Reflection sheet
·
Pictures on computer of Andy Goldsworthy
Lesson
Before you take the class outside show them pictures of
other outdoor art made from loose parts, if you feel your students may need
some inspiration or ideas of how to use loose parts. Andy Goldsworthy is a good
resource to use for ideas and Pinterest also has many images too. These images
just show students the possibilities of creating art using loose parts.
Students are reminded to use loose parts to create their art and not to pick
things that are still living or are not natural (needles, broken glass).
1.
Once outdoors check the area for any hazards that
could cause safety concerns, rubbish, dangerous objects, dog dirt, etc.
2.
Let the students know the boundaries that they
can work within. Students can work alone or with a partner to create their art
3.
Remind them of the call to come together, one
whistle or 3 quick blasts if there is a bear when they should head to the
nearest inside door.
4.
Let the students begin by checking out the area for
inspiration and materials they could use
5.
Move around the area looking at the work
students are creating
6.
Allow the students about 30 minutes to create
their piece
7.
As students finish their work take photographs of
it
8.
Allow students who finish to have free time to
play in the area
9.
Once all artwork is photographed bring the class
back together explain the next part.
10.
Each student will get a piece of paper to write
their name on it to put near or under their art
11.
Each student will get a slip of paper with the
name of another student on it. They will then go and look at that student’s art
and write a positive comment about it.
Comments about _student’s name_____artwork were written by___student’s
name_________
I liked____ about your work.
It reminded me of _____ ________
12.
Once students have written their comment they
will return to an area and sit in a circle to reflect on their experience. The comment
papers will be collected in at this point.
13.
They will be asked to do ‘Think, pair, share’ in
a circle and then after each question the inner circle moves to the right each
time:
-what was your favourite loose
part to work with
– use one/two words to describe
your experience
– tell each other what you
created and then see if you can find each others work
14.
When students go to look at each others work they
can pick up their name tags from their work. The rest of the work will eventually
be moved around by other children or the weather!
Assessment
· Wander about looking at how students
create their artwork
· Encourage/help if needed
· Photographs will serve as a reminder
of work produced
· Their ability to evaluate others’
work will be shown on their comment sheet
