Post on 10-Oct-2020
transcript
ED 1'00 .687
DOCUMENT. RESUME
88 SE 18 585.
TITL7 Art.4-6, Environmental Education Guide.INSTITUTION -Project X CjE, Green .Bay,Wis.SPONS AGENCY Bureau of ElementaryAnd.Secondiry'Education
(DMEW/O21, Washington, D.C.; Wisconsin State Dept. of.
Public Instructionu NRdison.PUB DATE [14]NOTE 74p. /'
EDRS PRICE 71(mr-$0. 5 HC7$3.15 PLUS POSTAGE.DESCR/PTORi *Art Education; Conservation Education; *Elementary'
Education; * nViontental Edudition; InstructionalMaterials; It erdisdiplinary ApprOach; Learning
_Actiiitie Natural Resources;Outdoor Education.;Science EducatiOn;j*Teaching Gui s . ,
..:Elementary Secondary Education Act tie III; SEATitle III; Instruction,Curriculum Env 441mment;
*Project I C.E
ale
IDENTIFIERS
/ABSTRACT I
This art education guide, for use in grades 4-6, 'Isone of a series of guide', K-12, !hat were developed by teachers to -
help introduce environmental educ tion into the .t curriculum. Thegeides are supplementary in desigin, containing.a saes of episodeslminileAsons) that are designed to wake students to sights of beautyand barmony in their environment,LTherApisodesoare built around 1.2
,major environmental concepts thasubject area, as wet as for.thesame concepts arellibed throughouplaced on differe t aspects ofor in 'different subjedt areas.shadinge.paper scelptire, and ccovered in one ofthe episodesepisode offers subject area intinterdisciplinary activities, c
.pbjectives, and suggests referev teachers and students. (Author/TM
form a framework for.eachArade,or.entire K112 program. Althoughthethe K -12' program, emphasis is
ach\concept at different grade levelshitAgiide focuses on aspecio:such.asrams mosaic. The:12 concepts areontained in the guide. Further, eachgratiOn! subject area activities,gnitiieand affective behavioraldes a4d resource ,materials* useful to
t.
_.
U S
DE
PLA
TM
E%
7 OF
HE
ALT
HE
DuC
.41'10%4V
ELF
AlE
.5"1",1"LIT
E O
FC
DU
CLIT
ION
.
.
.,
:7, 7.- .7
'
.'
`"
..
,C7.-.
?;
-z7--
'''... tt''EgrC
i. -'''
....;47',,.,-
.....31;;;X?7'
7.,_.,..-
:',..4Znl,0.,
Z.t'''',._,, : .7,-:'
"7 ''',"..,:;"1"-,S
rtS7Z
.f.Tt,"-"IM
.7' 7...:.*:,.. ,, :',-
,,,,,e7.4,,,o-,=
...,4-A
..,,-
,..
Robert J. Warpinski
Project 1-C-E
4
5.
v.:
>PROJECT 1- C.-E-
(Instruction-Cdrriculum-Enviroftment).
Is,
1927 Main Street
Green Bay, Wisconsin.
54301
(414) 468-7464
4.
PROJECT STAFF
Robert Warpinski
Director
BE
ST
CO
PY
AV
AILA
BI.E
.
Robert.Kellger
Terrence Hess - Assistant Directors
;.
George Howlett, Jr. -
E. Specialist
Nancy Timm
Lynn_Kuehn - Secretaries
ALL RIGHTS -RESERVED
These materials were produced pursuant
/,
:,
to a grant under Title. IIII E.S.E.A.
.
The Wisconsin Department' of Public Instruction
S
-Projectlib.. 59-70-0135-4
..
.
.._
.
Wisconsin. Area. "B" Regional Project
SerVing All .Schools in' Cooperative Educational Service Agencies 3 8 9
Ludwig Petersen
Kenneth Poppy
Coordinator, C.E.S.A. #3
Coordinator, C.E.S.A. #8
John F. David
Coordinator, C.E.S.A. #9
Project AdMinistrator.
4'
FORWARD TO PROJECT I-C-E ENVIRONMENTAL EDUCATION GUIDES
3
In 1969, the First Environmental
Quality Education Act was p.oposed
in the United States Congress.
At
the time of the introduction of
that legislation, I seated:
"There is a dire need to improve
the understanding by Americans of
the ominous-deterioration of the
Nation's environment and the in-
creasing threat of irreversible
ecological catastrophe;
We must
all become stewards for the pre-
servation of life on our resource-
deficient planet."
In the three years since the
Environmental Education Act was
passed by the Congress, much has
happened in the United States, to
reinforce the great need for ef-
fective environmental education
for the Nation's young people.
The intensive cohcern over ade-
qUate energy resources, the
continuing degradation of our air
and water, and the discussion over
the economic costs of the war
against pollution have all
brought the question of the envi-
ronmental quality of this nation
to a concern not merely of aesthe-
tics but of the survival- of the
human race.
The intense interest by the
public in the quality of our lives
as affected by the environment
BE
STC
OPY
AV
AIL
AB
LE
clearly indicates that we cannot
just use incentives and prescrip-
tions to industry and other
sourceS of pollution.
That is
necessary, but not sufficient."
The race between education *and
catastrophe can be won by educa-
tion if we marshall our resources
in a systematic manner and squarely
confront the long -term' approach to
saving our environment through the
process of education.
As the incessant conqueror of
nature, we Must reexamine our'
place and role.
Our world is no
longer an endless frontier.
We
constantly are feeling the backlash
from many of our ill-conceived
efforts to achieve progress.
Rachel Carson's theme of
"reverence for life" is becoming
less mystical and of more sub-
stance as our eyes are Opened to
much of the havoc we have wrought
under the guise of progress. .A
strong commitment to an all-
embracing program of environmental
education will help us to find
that new working definition of
progress that is a pre-requisite
to the continued presence of life
on thisPlanet.
Senator Gaylord Nelson
.ART PREFACE
"A people without a religion of beauty
inhabtt a wasteland"
Herbert Read
Since the prehistoric cave paintings,
artists have relied on the Earth for a
vast
supply of natural resources-to
create colors, forms, patterns, textures, and ideas.
Earth has' also inspired the artist tbcapture its beauty and tO tap its
natural
principles of design in building andrebuilding cities.
In short, the, words "artist"
and ",enVironment" have, long since been
merged.
This booklet of episodes,
based-on 4,welve environment concepts, has teaching
ideas
for your use,. adaptation, orinspit4ion.
It is up to the teachers of art towake
up students to the
sights of beauty and harmony around
them, in the natural elements
and living orgariisms that they use
and enjoy, but which they must wisely conserve
and
protect.
It is time to offset
the negativisin surrounding. environmental problems
by
developing in students the power to
shape and enjoy beauty - thru the arts.
At the elementary level, themajor emphasis is on kindling aesthetic awareness.
It
should be the foundation upon which
children develop visual aesthetic
discrimination
for a life-time.
To .achieve this goal, please
find.herein simple activities and projects
with4
environmental applications.
ACKNOWLEDGEMENT
The interest and dedicated effort:of the following- teachers from WisconsitiArea
Project I-C-E'Environmental Education K -12 series:
D. C. Aderhold; Bonduel
Joan Alioto, Denmark
Mary Anders,°Winneconne
Eugene Anderson, Peshtigo
James Anders,pn, Green Bay
John Anderson, Peshtigo
Peggy Anderson, Green Bay
Walter Anderson, Wausaukee
Angela Anthony, Gibraltar
Dr., Harold Baeten, St. Norbert,
William. Baggs, Shiocton.
Anthony Balistreri, Howard-Suamico
Lowell Baltz, Weyauwega
David Bartz, Sturgeon Bay
Bonnie Beamer, Coleman
Robert Becker, Fox Valley Luth., Appl.
William Behring, Lourdes, Oshkosh
David Bell, Neenah
Marie Below, GJ,intenville
Lousene Benter, Gillett
Lillian Berges, Seymour-
Laura Berken, Oconto. Falls
Peter Bibb°, W. DePere
Carmella B1,-!cha, Green Bay-
Merlyn Blonde, Shawano.
Barbara Jean Bobrowitz, Green By
William Bohne.. Kimberly
Geilen Braun, Lena
Joan Charnetski, Sevastepol
Clifford Chriscensen, Wineconne
Bob Church, Little Chute
Lee Clasen, Lc7emburg-Ca.:-Ico
Kathryn Cclburn, Algoma -
Merle Colburn, Algotha
Bill Ccle;.Gillett
Willard Collins, Crivitz
Ronald Conradt, Shiocton
Ken Couillard, Hortonville
DePere
Jbhn Cowling, Niagara
James Curran, Green Bay
Sara Curtis, Green Bay
Nicholas Dal Santo, Pembine
Judy DeGrave, W. DePere
Carol DeGroot, Ashwaubenon
Duane DeLorme,.Green Bay
Ellen DePuydt, Gillett
John DeWan, Green Bay
Robert H. Dickinson, Oconto
R. A. Dirks, Gillett
Roberta Dix, St. Joe's Acad., G.B.
Dennis Dorzenski, White Lake
Darwin Eagtmdn, Appleton
Linda.Eiting, Appleton
Janet Elinger, Ashwaubenon'
Phyllis Ellefgon, Wash. - Island
Raymond Emerich, Hortonville
Mike Ercegovac, Winneconne
GeryFarrel, Menasha
Keith Fawcett, W. DePere
Billie Feichtinger, Green Bay
Rev. Bruno Frigo, Abbot Pennings, DePere.
Ann Fdhrmann, Marinette
Raymond Gantenbein, GYeen Bay
Dona Geeding, Menasha
Armin Gerhardt, Appleton
Leroy Geri, Oconto
Jack Giachino, Seymour
Rev. Gordon Gilsdorf, Sacred Heart, Oneida
Mike Gleffe, St. Matthews, Green Bav
Lillian Goddard, Coleman-
Charles Gostas, Freedom
Karen Grunwald, St. James. Luth., `:h -4-,no
.Michael Haasch, Pulaski
Sr. Barbara Haase
St. \Bernard, G.B.
Janelle Hagerty, Resurrection, G.B.
Robert J. Haglund, Green\Bay
BE
ST C
OPY
MULIBLE.
has led to .the development of the
Robert Haen, Luxemburg-Casco
Donald Hale, Winneconne
Lee Hallberg, Appleton
-Raymond Hammond, Hortonville
Russ Hanseter, Seymour
Herbert Hardt, Gibraltar
Emmajean Harmann, Sevastopol
Bill Harper, Lena,
Beth Hawkins, Xavier, Appleton
Mike Hawkins, Xavier, Appleton
Terry Heckel, Marinette
Gary Heil, Denmark
Jerome Hennes, Little Chute
Robert Herz, St. James Luth., Shawano
Wendell Hillskotter, Weyauwega
Nannette Hoppe; Howard-Suamico
Joe Hucek, Pulaski.
Catherine Huppert, DePere
Gene<Hurrish, Green Bay
James Huss, Freedom
John Hussey, Green Bay
Sue Husting, Green _Bay
Barbara Huth, Menasha
Sr. Claudette Jeanquart, St. Charles,
Lena
Darrell Johnson, Hortonville
DeAnna Johnson, Denmark
Kathleen Jonen, Kaukauno
Sr. Lois Jonet, Holy Angels, Appleton
Ester Kaatz, Wausaukee
Paul Kane
&shwaubenon
Ken Kaopell, St. Alo,..siuS, Kaukauna
'Icr4s Karpinen, W. LePee
Mel Kasen, Gibraita-:
Keliher, Appleton
Mary Chriss, Hortonville
Mike Kersten, Suring
George Kreiling, Marinette
James Krenek, Coleman
Bernadyne. King, Neenah-
Everett Klinzing, New London
DOuglas Koch, Cath. Cent., Marinette
Frank Koehn, Resurrection, G.B.
Lynn Koehn, Pulaski
Jack Koivisto, Green Bay
Fred Krueger, Oshkosh
Fritz Krueger; Oshkosh
Jim Krueger, Winneconne
Ervin Kunesh, Marinette
Sr. Mary Alyce Lach,
Cathedral,. G.B.
Thomas LaFountain', Appleton
Steven,P. Lapacz, Resurrection, G.B.
Mae Rose LaPointe, St. John High,
L. Chute
Rosemarie Lauer, Hortonville
Kathleen LeBreck, Oconto
Robert Lee, Neenah
Don Leibelt, Green Bay
Phillip Lewicki, Gillett
Harold Lindhorst, St. .Martin Luth.,
Edward Linn, Appleton
John'Little, Winneconne
Dennis Lord, Little Wolf
Ellen Lotz, W. DePere
Jean Lucier, Ashwaubenon
Judy Luedtke, St. Bose, Clintonville
Roy Lukes, Gibraltar
Sr. Anna Maar,
St..Philips,G- B.
James Makf, Sturgeon Bay
Doris Malcheski, Howard-Suamico
Donald Marsh, Bonduel
Joyce Mate] u, Algoma
Mary Mathis, Denmark
Margaret McCambridse, White Lake
Judy McGown, Green Bay
.
Kathleen McMahon,'GreeneBay
Margaret McMahon, Little Chute
Rick Menard, Little Chute
Priscilla Mereness, Wrightseown
Robert Meyer, Neenah
Clint:
Richard- Minten, W. DePere
David Miskulin, Goodman
Wendell Mitchell; Green Bay
Sharon Moore, Pulaski
-.
Gloria-Morgan, Linsmeier, G.B.
Lyle Nahley, Green Bay
Arnold Neuzil, Shiocton
.Jim Nuthals, Lourdes, Oshkosh
Dorothy O'Brien, Wausaukee
Mildred O'Connell, Green Bay
Don Olsen, Shawano
Neil Olsen, Pulaski
Jean Marie O'Malley, Green Bay
Terry Otto, St. John Luth., Suring
Carl Paquet, Denmark
Ed Patschke, Menasha
Arthur Paulson; Oconto Falls
David Paulus, Neenah
George Pederson, Southern Door
AnnaMay Peters, Florence
Connie. Petersen, St. Martin Luth., Clint.
Paul Plantico, Green Bay
Gene rloetz, Kaukauna
Virginia Pomusl, White Lake
Willard Poupore, Little Chute
Marie-Prochaska; Lena
Christine Proctor, Wausaukee
RoseMarie Rafath; Clintonville
Mark Reddel, St, Martin Luth.,
Clint.
Jack Rickaby, Hortonville
William Roberts, Sturgeon Bay
Gordon Rohloff, Oshkosh'
Gladys Roland, Little Wolf
Ben Roloff, Howard-Suamico
Jack Rosenthal, Lourdes, Oshkosh
Kathryn Rowe, Appleton
Roger Roznowski, Southern' Door
Mary Margaret Sauer, Menasha
Elmer Schabo, Niagara
Edwin Schaefer, Kaukauna
William Schaff, St. Joseph, Appleton
Arthur Schelk, Suring
Greg Schmitt,Cathedral, G.B.
Larry Schneider,DePere
Ron Schreier, Omro
Allan Schub, Pulaski
Janet Serrahn, Sevastopol
Carolyn'Stoehr, New London
Calvin Siegrist, Howard-Suamico
Peter Skroch, Oconto Falls
Mary Smith, Green Bay
Lee Smoll, little Chut'_:
David Soltesz, Crivitz
Bruce Sonnenberg, Neenah
Beverly Splitgerber, Green Bay
Wayne Splitgerber, Green Bay
Doris Stehr, Mt. Calvary Luth., Kimberly
Bill Stillion, Shawano
Ginger Stuvetraa, Oshkosh
Judy Sweedy, Denmark,
Richard. Switzer, Little Chute
Sr. Dorothy Marie Tappa, Xavier, Appl.
Nancy Tebo, Neenah
Jackie Thiry, Denmark .
John Torgerson, Kewaunee
Clarence Trentlage, Freedom
Carol Trimberger, Kewaunee
Jack Twet, Freedom
Tim Van,Susteren, Holy Name, Appleton
Mary Wadzinski, Howard-Suamico
Marion Wagner, Gillett
Ruth Ward, Crivitz
Cathy Warnack, White Lake
Susan Weller, Green Bay.
Dallas werner, Kaukauna
Lila Wertsch, St. Margaret Mary, Neenah
Ruth Windmuller, Green Bay
Tom Weyers, Cathedral, Green Bay
James Wiza, DePere
Ralph Wohlt, Ned London
Warren WOlf, Kimberly
Peggy Wolfgram, Pulaski
1
DIRECTIONS FOR. USING THIS GUIDE
This guide contains,a series of
episodes (mini-lesson plans), each
containing a number, of suggested in
and out of class learning activities.
The episodes are built around 12
major environmental concepts that form
a framework for each grade or subject
area, as well as for the entireLK-12
program.
Further, each episode offers
subject area integration, multi-
disciplinary activities, where appli-
cable, both cognitive and affective
behavioral objectives and suggested
reference and resource materials
useful to the teacher and students.
1.
This I- C-E guide is supplementary
in design--it is not a complae
course of study, nor is its
arrangement sequential.
You can
teach environmentally within the
context of your course.of study
or units by integkating the many
ideas and activities suggested.
2.
The suggested learning.activities
are departures from regular text
or-curriculum programs, while
providing for skill development.
C
C
3.
You decide when any,concepts,
objectives, activities and re-
-._ sources.cpn conveniently be
'Included in your unit.
4.
All episodes can be adapted,
modified, or expanded thereby
providing great flexibility for
any teaching situation.
5..
While each grade level or subject
area has its own topic or unit
emphasis, inter- rade coordination
or sub'ect area. articulation to
avoi
p1icatf&iancLoverIp is
highly recommended for any school
or district seeking effective im-
plementation.,
This total K-12 environmental educa-
tion series is the produdt\of 235
classroom teachers from N9theastern
Wisconsin.
They created, used, revised
and edited these guides over a period
of four years.
To this first step in
the 1,000 mile journey of* human sur-
vival, we invite you to take the second
gtep--by using this guide and by adding
-your own inspirations_:along the. way.
PROJECT I-C-E TWELVE MAJOR ENVIRONMENTAL
CONCEPTS
1, The sun is the basic source
of energy on earth.
trans-7
formation of sun energy to
other energy forms. (often-
begungby plant photosynthesis
provides food, fuel and power-
.,
for life systems and machines.
2.
All, living organisms'interact
among themselves and their
environment, forming an in-
tricate unit called an
ecosystem.
3.
Environmental factors are
limiting on the-numbers of
organisms, living within their
influence.- Thus, each eco-
_
tsystem has a carrying
capacity.
4.
An adequate supply of clean
water is essential to life.C
.
5.
An adequate supply of clean
-air is essential for life.
6.
The distribution of natural
resources and the interacu
tion of physical environ-
mental factors greatly-
'
'affect the quality of life.
A "Concept Rationale" booklet and a
Environment" are available from the
concepts.
7Factors such as facilitating
transportation, economic
conditions, population
growth and increased leisure
time influence changes in
land use and population
densities.
Cultural, economic, social,
and political factors deter-
mine man's values and
'attitudes. toward his environ-
ment.
9.
Man has the_ahLI-i-ty-to-
inanage-, manipulate and
change his environment.
10.
Short-term economic gains
may produce long-term
environmental losses..
11.
Individual acts, duplicated
or compounded, produce sig-.
nificant environmental
alterations over time.
12.
Each person must exercise
stewardship of the earth
for the benefit of mankind.
slide/tape program "Man Needs His
I-C-E RMC to more fully explain these
Conce t
To ic
1
TABLE' OF CONTENTS
uested Grade Level.
Suggested Art Activities:_for Outside Experiences
References
Drawing - Graphics - Collage
Graphics.7-. Collage
Painting
Drawing - Mural
2Mobiles
o
3Composition'
Sculpture
Design
Shading
457
Construction
Painting -
Mobiles
Construction
Chromatic
Mobiles
Paper Sculpture (BAS-relief)
Weaving
Pen & Ink Line problems
Box SCulpture
Drawing, Sculpture
Relief Sculpture
Drawing &iPainting - Design
Design and Constrtction:
371) Paper Design Collage
!Artistic Creation
- Mixed Media
Art History - Drawing
Political Convention Turned Environment, Design
a e
4-5-6
4-5-6
4-5-6
789
11
13
5-6
15
5-6
17
19
5 -6
21
4 -5 -6
5-6
.25
4-5-6
27'
/5-6
?9
4-5-6
3133'
4-5-6
35
5-6
37
5-6
39.
5-6
41
43
4-5-6
45
5-6
47
4-5-6
'49
4-5-6
51
4-t5-6
4-5-6
4-5-6
.
4-5-6
55
57
59
.TABLE OF CONTENTS
Concept
Topic
Suggested Grade Level
Page
9Photo-Collage '.
.
,.
4-5-6
61
Subtractive Sculpture - Straws, clay, plaster
4-5-6
63
10
Design Portfolio - Mixed 0.edia
4-5-6
65
11
Fabric Design - Ceramic Mosaic
4-5:-6
67
Group Ceramics
-4-5-6
69
12
Wanted Posters, Ceramics
-4 -5 -6
71
;
0
SUGGESTED ART' ACTIVITIES FOR OUTSIDE EXPERII1NCES
17.
Detailed biological drawings
18.
Microscopic drawingst
Draw impressions,of noises wi
---eyes.closed-
_1%
Field trips - DraWIng
o
3-4.
Effect of"light and2ShadoW-
,---
4..
Design elements
ON
W 4.shapes, line texture6'
5.
Texture studies
.Line ,&%repeat patterns (studies)
7.
Architecture & building studies' (bridge),
8.
Landscaping problems
9.
Tree'gtumps
4design piece
from partidOar stump'
10..
Persective studies,
11.
,--
of furniture-'
//
Camouflage_-buil (out of available elements)
12.
Time
motion studies (swings, playground
equipment, etc.)
13.
Colors of nature - variations of "color
in a familiar object'
.___:
,,
14.
Draw objects from a different point of view
15.
Photographic studies
16.
Creative writing & dramatics
a0
19.
Mathematics.- architecture
`20.
Music & visual expressions - slide;' music
show
21.
Mdailes - using found objects
WINTER - SEASONAL IDEAS
I.
Snow
Sculikures
t
/2.
Snowflake patterns
_/
3.
Black &
contrast)
photography
4.
appening Under the Snow (winter
tree shapes)
°
5. Study ice formations
6.
Contrast of winter colors
7.,
Tree sculptures (personifying)
8.
Collage without harming,environment
9.
Angels in the snow or other man-made snow
patterns
10.
Leaves turnAmg,color in fall - un-natural
colors .for trees (could be used with a
painting of color leSson)
C
7O
Films - General
e
-RgiTRENCES
Art and Perception:. - Learning to See, 16 3/4 min., color,
elementary /Jr.,
Sr. High
Art in Our World, 11 min., color, Jr.
Sr. High
Art Discovered in Nature_,-
min., color, primary/elementary
ela2iorl, 21 min., color, elementary/Jr. - Sr. High
.o
Ideas; for Art, l0 min., color, elementary
Look at That!, 10-1/2 min.,
color;primary/elementary
___--
--h----------
Sources of Art, 11 min., color, elementary/Jr.
Sr. --High
B. F. A. Educational Media, 2211 Michigan
ATO-6-13-1e, Santa Monica, Calif. 90404.
May be available for rental from:
University of Wisconsin
Bureau of Audib-Visual Instructioh
1327 University Avenue
Madison, Wisconsin
53701
Books - General (to be used in conjunction with episodesi
A Dictionary
rS
e> .
of Art Terms. and Techniques, Mayer Ralph,
ThOmas Y. Crowel.Co., N9w
York, 1969.
The Art of Color and Design,-Graves, Maitland E.,
McGraw-Hill Book Co., New / -York.
4
,The
tist's HandbObk
f. Materials and Techniques, Mayer,
Ralph, 3rd ed: Viking Press, New York.
--
,,
,Commercial Art Te4hniques, Maurellor
.S. Ralph, Tudor PUb. Co., New York, 1952
.-
..
.
The Environmental. School, Menesini; Mariom., Educational Consulting
Service, Orinda, California, 1970.
v()
A
Experiehcing Art In The Elementary. Schools', Horn,
George,F. and-Smith, Grace Sands, Davis Publica-
tions, Inc..,-Worcester, Massachusetts,
1971.
,.
.
Pa
As Art And Craft4,Newman,
Thelma:R., Newman', Jay Hartley, .Nex4maalt Lee Scott-, Crown
publishers,
IF.,1 New York, 1973.
'.4
'Emphasis:
Wa 2owiak, Frank, Ramsey, Theodore 'International Book
Co., Scrant,)h, Pa., 1965.
03
Environm
ental:
CO
NC
EPT
NO
.1. - 'Energy
OR
IEN
TA
TIO
NEnergy
BE
HA
VIO
RA
L O
BJE
CT
IVE
S
Cognitive:.
Predict consequences of sun
shining on various objects,-
Integrated- with:
SUB
JEC
TArt
'TOPIC /UNIT
Drawing-Graphics-Collage (4-5-6)
4
STU
DE
NT
-CE
NT
ER
ED
LE
AR
NIN
G A
CT
IVIT
IES
Outside or C
omm
unity:
a
Become aware, of what happens
when the 'sun shines on an
object.
In-Class:
ills Used:
Drawing:
a.
Pencil.
b.-Charcoal.
c.
Oil pastels.
d.
Crayon.
Collage techniques.
A. -The-Sun and
1. .Students do a de-
B.'
sign problem wi
tissue - paper`"
shapes placed on
paper in collage
form.
A gel
medium can be
placed over.tissuef
paper.
2.
Students can
superimpose some
vehicle (car,
tiuck, bike) that
requires the Sun'9-
energy to work
over this.
Could
be: done as an- ink
drawing.
'
Art
A.
Students should re-
-- --- search to find out
what ,vehicles indirect-
ly requa-e- Sun's
energy.
The Sun gives us lighti
1.
Try-to capture
thd
effect of light o/
an object.
May
use charcoal.
.
'Study Rembrandt
and how he-capturi
ed light.
'
1
B.
Students should find a
picture that shows sun-
light on an object.
O
SUG
GE
STE
DR
ES
OU
RC
ES
Publications:
"Scrap Paper Caper," S. Kild0a,
Instructor, 81:73, Maya 172.
"Shattered Shapes," A. Guga, Arts
and Activities, 71:22-4, Apr.
1-72.
"Torn Tissue Becomes Tradition,"
School Arts, 71:19, Dec. '70.
"Drawing With Mixed Media," M.B.
Bowman, School Arts, 71:14-15,
N. '71.
"Kelly, Collage and Color," D.
Waldman, Bibliography, Art News
70:44-7, D '71.
(cont.)
Audio-V
isual:Sunlight and Shadow
in Paint_n,BAVI.
"Light and Dark,"
BAVI.
Rembrandt:
P ©et of Light, BAVI.
CO
NT
INU
ED
OR
AD
DE
D. LE
AR
NIN
G A
CT
IVIT
IES
Com
mA
inity:
Museum Art Gallery
Publications (cont.)
"Mixed\ Media Collage," J. Comins,
SchoolArts, 71:10-11, N '71.
Gabliks Collages," L. Alloway,
Nation, 214 604-5, May 8,''72.
"Light
and Dark" Vol. 6 No. 2, 1964 -
Magazines, (FA 109), Project I-C-E
Skills tro be Learned:' (cont.)
Pen & Ink Drawing.
Art 14.tdry.-
ObservatiOn.
Awareness,
1
30 Artist Jr.
office.
10
U.1
LU
Environm
ental:
CONCEPT NO.
1 - Energy
ORIENTATION
Sun Energy
BEHAVIORAL OBJECTIVES
Cognitive:
Discover representations of
the sun by illustrating sun
designs.
trA
ffective:-
CL
Show aesthetic awareness when
using sunbased designs.
=M
r*IM
OO
INIM
Skills .Used.:
Drawing.
Collage. Techniques.
Printing Techniques.
Awareness.
Observation.
/1
Integrated with:
SUBJECT"
Art
TOPIC/UNIT
Graphics - Collage-"(4-5-6)
In-Class:
I.+t
A.
.STUDENT-CENTERED
LE
AR
NIN
G A
CT
IVIT
IES
Outside
or Com
munity-
Relief printing
1.
Making raised
cardboard sun
design
2.
Print it using
bright colors.
B.
"Let the Sun Shine In"
1.
Play 5th Dimen-
sion's "Aquarius."
2.
Using sun and
zodiac symbols, dq
a collage of all
ideas that come
into the student'.
head about the
sun when the song
is being played.
Art
A.
Have students collect
and study sun and zodiac
symbols from books and
.
magazines.
11.
SUGGESTED RESOURCES
CO
NT
INU
ED
OR
AD
DE
D LE
AR
NIN
G A
CT
IVIT
IES
Publications:
"Aspects ofCollage," W. Farns-
worth, Arts and Activities,
p.
36-377rgE7-727-=-71------
"Monoprinting," K.K. Agee,
Grade -
Teacher, p. 524 Sept. 169
"Making a Cardboard Print," E.
Palmatier, Today's Education,
-p. 35, Sept.
F71
"Monoprints in Colori"-P. Carrulea
Arts and Activities, p.
417--
Dec. '70.
"Print With Egg Cartons," S. Rolle,
..
(cOAt-:-1.
Audio-V
isual:R
ecord, Aquarius.
The Sun Symbol in Art, Bailey
Films,' 6509 DeLongpre Ave.,
Hollywood, California, 90028.
Exploring Relief Printmaking, BAVI
Com
munity:
Publications:
(cont.)
Arts and. Activities, p. 35, Sept.
'71.
"Shattered Shapes," A.'Guga, Arts
--and Activities, 71:22-4,AT7172.
"oops....its" (Collage) L. De
Syngaert, School Arts,
71:8, Ap 772.
"Kelly CollagZ51775=1" D.
Waldman, bibliography, Art News,
70:44-7,
'71.
"Mixed-Media Collage" J. Comins,
School Arts, 71: 10 -11,'N '71.
12,
41111.M
OM
rEiiironm
ental:
CO
NC
EP
TN
O.
1 - Energy
ORIENTATION
Sun Energy
0
Integrated
SU
BJE
CT
Art
TOPIC/UNIT
Painting (4-5-6)
BE
HA
VIO
RA
L OB
JEC
TIV
ES
Cognitive:
Apply principles of warm
colors to-an ?bstract design.
4;44
Affective:
Become sensitive to warm
colors and their implications.
Skills Used:
Water color techniques.
Tempra painting.
Principles of design.
Awareness.
Observation.
STUDENT-CENTERED LEARNING ACTIVITIES
Outside or Community.
I. 'Art
'A
Warm colors
1.
"What colors make
you feel warm?"
These are sun
colors.
2.
Make an abstract
design using all
sun colors.
Change the value
of a color by
adding white or
black.
I.
Art
A.
Take students outside
to see sun colors in
nature.
Have them
name the things they
see and the warm .color
of these things.
13
O
SU
GG
ES
TE
D R
ES
OU
RC
ES
CO
NT
INU
ED
OR
AD
DE
D LE
AR
NIN
G A
CT
IVIT
IES
Publications:
"Sponge Painting:" R. Meaney,
Instructor, p
44, April -170.
"Color ". Vol. 4, No. 6 1963-30
Artist Jr. Magazines, FA 101,
Project 1c-E -office.
Audio-V
isual:
Discovering Dark and Licht, BAVI.
Discovering Color, BAVI.
Art (Resiode Ra
BAVI.
Color, atAVI.
, CsLInjm
niV:
14
Environm
ental:
CO
NC
EP
T N
O. 1L-
Energy
OR
IEN
TA
TIO
NSun Energy
Integrated with:
SU
BJE
CT
Art
TOPIC/UNIT
Drawing-Mur41° (5,6)
BEHAVIORAL OBJECTIVES
ST
UD
EN
T-C
eNT
ER
ED
LEA
RN
ING
AC
TIV
ITIE
S
Cognitive:
Relate the principle, "The
whole is equal to the sum of
-its parts", to the sun.
Affective:
Comply with the principle,
"The whole is equal to the
sum of its parts".
Skills Used:
Proportional enlargement
(through use of a grid)
Drawing:
1.
Crayons
2.
Oil pastels
°3.
Water colors(cont. )
I nClass:
IO
utside or Com
muni
I.
Art
A.
III.
Mural
1.
Find .a stylized
I
and detailed pic -I
:of the sun'
ita magazine.
Divide into sec-
tions so each stu1
dent will have a
number.
a.
cut and dis-
tribute.
ExaMple:
l3
i6
17
89
10
11
12
Each
student must
enlarge his por-
tit= of the pic-
turebn a sheet ofi
paper that
'isin
direct proportion
to his picture
segment.
4.
Each
enlargement
is then 'brought tq
a reserved space
on the wall and
all the pieces
(cont.)
Art
A.
Collect large de-
tailed -pirares of
the sun.
Could be
black and white or
color.
Possibly a
sun .god of another
culture
15
C.
SU
GG
ES
TE
D R
ES
OU
RC
ES
.6
Publications:"Humanizing, the school with
Children's Art", Instructor,
79:55, May./70.
0
AudioVisual:
Elements of. Design:
Line, B
AV
I.Sri.
Symbols In Art, Bailey
Films, 6509 DeLon.gpre
Ave.
Hollywood, Calif.,
90028.
c.
Com
munity:
L.CO
NT
INyE
D O
R A
DD
ED
LEA
RN
ING
AC
TIV
ITIE
S
Skills Used:
(cont.)4.
Tem
praFitting.
Pieces together
(as a puzzle)
Working in a group
In-Class:
(cont.)
are fit together as a puzzle to
resemble the first
picture.
RESULT:
LARGE mosaic mural of the sun.
5. Lim
it color to createunity.
BE
ST C
OP M
AD
AM
16,
Sf
OE
M
Cie
Environm
ental:
CO
NC
EPT
.N
O.
OR
IEN
TA
TIO
N
2 - Ecosystem
Inteidependencies
Within a Community
BEHAVIORAL OBJECTIVES
Cognitive:
Display understanding 'of the
interdependency of nature by
the things choosen in mobile
Integrated with:
-SUBJECT
Art
TOPIC/UNIT
(5,6)
ST
UD
EN
T-C
EN
TE
RE
D LE
AR
NIN
G A
CT
IVIT
IES
Outside or C
omm
unity:
construction..
Affective:
Understand the elements which
compose an ecosysteM and ap-
preciate mobiles as a sculp-
tural medium.
Skills Used:
Ability to cut out, paint or
otherwise decorate the
parts, coordiante these in,
creating a pleasing &
meaningful design.
Ability to suspend and balance
I.
'Art
A.
1
Mobile COnstruction-
1.
Use symbols of thd
ecosystem in the
numerous parts
being suspended...
the-student may
B.
elect to incorpor-
ates-more than one
ecosymbol in 'his
deSign or limit
his'-design to us
ing variations of
just one ecosymbo31
C.
I.
Art
A.
Travel to see a build-
ing or room having
mobiles' suspended in
it.
Use-lalexander
Calder's mobile
examples :,
Another picture on back of
this page.
(cont.)
View a,museum display
(Milwaukee Museum) to
familiarize themselves
with the ecosystem
chains before construct-
ing their mobiles.
4
Use the finishedmo-
biles to decorate a cpm-
munity building (hos-
pital, bank, store,
library, gallery, eta.).
4
17
SUG
GE
STE
D R
ESO
UR
CE
SC
ON
TIN
UE
D O
R A
DD
ED
LE
AR
NIN
GA
CT
IVIT
IES
Publications:"Balance on a Shoestring", O.C.
Locke, Arts & Activities,
p. 14-16, June
'70.
"Skylight Mobiles", W.D. Ehlers,
Arts & Activities, p. 20-1,
Jan. 171
"Papercrafts & Mobiles"
R. Perlmutter,
Teaching
Exceptional Children, p. 134-41
Spring '72.
"Why Don't You Make a Mobile",
M. Shaw, Arts & Activities,
p. 32-3,
April '72..
(cont.)
Audio-Visual:
"Make a Mobile", RAVI.-
222,..aszallataiiiaEan,
!Project
I-C-E, (Film 200).
Community:
Skills Used:.
(cont.)
multiple objects
Attaching supports &
threads to the individual pieces
Threading a needle (if a needle is used
the thread through the shapes).
Art History.
Appreciation.
ObserVation.
$4.
-(cont.)
to put
IlEff C
RY
AV
AIL
AB
LE
Publications:
Books & slides on work of Alexander Calder
i.
Environmental:
CONCEPT NO.
3- Carrying Capacity
OR
IEN
TA
TIO
NRelation between the Whole and
Its Parts
Integrated with:
SU
BJE
CT
Art
TO
PIC
/UN
4Composition
(4-5-6)
BE
HA
VIO
RA
L OB
JEC
TIV
ES
STUDENT-CENTERED LEARNING ACTIVITIES-
Cognitive:
Interpret data relative to
carrying-capacity.
M,
7-2
Affective:
Acquaints student with princi-
ples of composition.
Skills Used:
Discussion.
Landscape drawing.
Still-life drawing.
Balancing composition.
Awareness.
Perspective.\.)(cont.)
Outside or C
omm
unity:I.
Art
A.
Discuss composition
I
and relate to familiali
things in our environ4
ment.
1.
Look out the
school window
(as a frame).
What do you see
this pictures or
what is its com-
position?
2.
Give an example og
balanced and un-
balanced composi-
.tion using trees.
3.
Examples of draw-
ings to illustratel
composition:
a.
Landscapes
b.
Still-Life
4.
Teacher and stu-
dent relate prin-
ciples of com-
position in art td
environmental
factors in nature.
I.
Art
A.
Have students collect
its magazines and
paintings to bring
class.
to
19
SUGGESTED RESOURCES
Publications:
"Magic cardboard window", Frames
help children see pictures
before they draw, S.M. Larue,
il.
Arts and Activities,
64:19-20, S '68.
"Composition", (FA 104),
Fine Arts Publication,
I-C-E, RMC.
Audio-V
isual:
Marc Chagall, film from G. B.
. public
library or BAVI.,
Discoverind CoiR-:izLIA/.
B.F.AilBAVI.
-
_
DiUSZ2Elf-g_E2EZERSIln, BAVI.
ScCom
snunity:-,
ti
CO
NT
INU
ED
OR
. AD
DE
D LE
AR
NIN
GA
CT
IVIT
IES
Skills Used.:
.(cont.)
Observation
Itz
20
1
CY
)
0
Environm
ental: :e
CONCEPT NO.
Carrying Capacity
Ft.
OR
Over-population .
c
\.Integrated w
kth:
SU
BJE
CT
Art-
O
TO
PIC
/UN
IT:
ulpture -( 5-6)
BE
HA
VIO
RA
L OB
JEC
TIV
ES
Coonitive:
Employ experintental measures.
,t6gain a
more
pleasing space
relationship through
asculptU
re.1-
Affective:
Weigh alternative- S of "spaCe
relationship.
CD
..
c:
: 4
Skills Used:
Principles of sculpture:
Principles of space
relationship..
Discussion.
Construction techniques.
Awarenes.
Observation.
In-Class:
STUDENT-CENTERED LEARNING 'ACTIVITIES
Outside or C
omniuniti:
4 I.
Art
t I, Art
,A.
Discuss space rela-
IA
.Invite' an architect
tionship. (on
back)f
toexplain space
-.
relationship.
1.
Have students :maki
a toothpick
.or
.. pastestick
sculpture.
..-'.
a.
GiVe* each
.-,,
...
P C
O
t
student a.
bundle of
sticks held, -
togethek by\ a
kubber end ti
represent-
j
over-popuJa-'
Lion.
b.
Expand this
bund,le to a
sculpture- to..
divide apace
more equally.
(coht.)
S
S
-21
.1
.S
UG
GE
ST
ED
RE
SO
UR
CE
Si
CO
NT
INU
ED
OR
AD
DE
D LE
AR
NIN
GA
CT
IVIT
IES
22
Publications:"Children's Sculpture", J.W.
Burgner, School Arts, 71
42-4 0
I.
A.
(cont.)
'71.
Fine Arts Publication,
Project
I-C-E, RMC, (FA 103),
"Space"
In7C1ass:
(dont.)
1
AudioVisual:
Noisy Landscape,
Project I47C-E,
(Film 17_0):
1
Urban Sprawl, Project
I-C-E,
(Film 430),
The Best We Can Do,
Project I-C-E,
(Film 180).
O
Com
rhunity:,.
../
.
When there is. a Very
small space and many
things on
that space, what happens to
the -pace'?;NOr'wbat
happens to the objects
in space?
EX.
c:rA l' diameter
circle
containing
150. Marbles.
(
What happens when there is a very
large space and few
things to inhabit it?
BE
ST cO
PI AV
AIL
AB
LE
12!
ULu
0
1
U3
Environm
ental:.
CONCEPT NO.
3Carrying Capacity
'ORIENTATION
Over-population
4
Integrated with:
SU
BJE
CT
Art
TOPIC /UNIT.
Design
(4-5-6)
-<>
BE
HA
VIO
RA
L OB
JEC
TIV
ES
ST
UD
EN
T-C
EN
TE
RE
D .LE
AR
NIN
G A
CT
IVIT
IES
Cognitive:
Be able to discriminate be-
tween over-use of an 'object
and unique interpretation.
Affective:
Deliberately examine a
variety of designs to whiCh
he is exposed.
-\
MVO:
Sketching.
Painting.
Appreciation.
!Awareness.
(cont.
In-Class:
Outside or C
omm
unity:
T.
Art
A.
1.
Art
A.
Have the students make
.observations of other
fans - -in and around
their school' home and
community environment.
DiscusS the over-Use
of.smile buttons and
peace symbols .as
over7population.
1.
Where have you_
i
seen thd smile or
peace symbol used:4
Key chains, patchi.
es, matchbooks,
bumper stickers,
T-shirts, etc.
2.
Do you get tired
of,seeing these
symbols?
Why?
.
Do: you think it
i4-
*a design that .is
so artistically
g.00a that it is
worth repeating itq
so many times?
Why or why-not?
4.
Design a,creatiye
symbol.
B.
Have the students col-
lect magazines--locat-
ing overuse of fads
through the advertise-
-ments.
23
UG
GE
ST
ED
RE
SO
UR
CE
S
'Publications:
"De
ignn Kine Arts' Publications
roject
RMC, OM 110) .
AudioV
isual:
Why Man Creates? (film),
Brown
CountyPrOTIC Library4
Discovering Line,
BAVI.
Discovering Shape,BAVI
Discovering Creative Patterns,
BAVI.
Design_In Movement, (film),
Brown
County Library.
Community:
CO
NT
INU
ED
OR
AD
DE
D LE
AR
NIN
G A
CT
IVIT
IES
Skills Used:
(c9nt.)
Design Principles.
a
+la
.
24
L
I
Environmental:
CONCEPT NO.
3:_g_aLl'r
ORIENTATION
Over-population
BEHAVIORAL OBJECTIVES
Integrated with:
SUBJECT
= Art
TO
PIC
/UN
ITShading
(5 6).
STUDENT-;CENTEREDI.LEARNING
AC
TIV
ITIE
S
Cognitive:
Be able to illustrate under-
standing of over-poi:lation
through illustration of his
project.
In-Class:
Outside or C
omm
unity-
I.
Art
A.
Introdu.shading.
1.R
el too our
en
kronment
as
shading being °veil
population of
lines.
In a picture an
/1-
artist
shadesarea by
using man4
lines.
acc
Affective:
,Show awareness of civer--
population.
1
Skills Used:
Shading technique:
a.' -Hatching
b.
Cros-hatching
Awareness.
Observa-4on.
I.
Art
A.
Look at population maps
with population repre-
sented by dots.
Observe the various
"shaded" areas of the
United States.
law
25
SU
GG
ES
TE
D- R
ES
OU
RC
ES
ON
TIN
UE
D O
R A
DD
ED
LEA
RN
ING
AC
TIV
ITIE
S
Publications:
Com
mercial A
rt Techni ues,
Maurello, S._R
ap
rdE
d,V
iking Press, New
York,
1970."L
ight and Dark* F.A
.Fine A
rts Publidations109
Project I-C-E
RM
C.
4
AudioV
isual:
Discovering L
ine, BA
VI.
Dow
ntowns For People,
ProjectI-C
-E, (Film
190).T
he Best W
e Can D
o,Project I-C
-E,
(Film 180).
Boom
sville, Project I-C-E
,(Film
400).,Com
munity:
Q
26
CI3
Environm
ental:
CONCEPT NO.
4 - Water
ORIENTATION-
Water Supply
Integrated with:
SU
BJE
CT
Art
TOPIC/UNIT
Construction
(4-5-)
BE
HA
VIO
RA
L OB
JEC
TIV
ES
ST
UD
EN
T-C
EN
TE
RE
D LE
AR
NIN
G A
CT
IVIT
IES
Cognitive:
Be able to produce a unique
communication through the use
of snow,
Affective:
Be aware of the characteris-
tics of Snow.
Skills Used:
COnstruction.
Observation.
Awareness:
4.
In-Class:
Outside or C
omm
unity:I.
Art
A.
'Snow Sculptures
1.
Within a designati
ed area have the
students build a
sculpture using
only the snow
around them.
2:
A
Discuss how the
sculpture changes
using snow under
different condi-
tions as; frozen
(ice) slush
(adding water).
IArt
A.
Field trip to College
campus to view and
observe snow sculptures.
I
27
- SU
GG
ES
TE
D R
ES
OU
RC
ES
Publications:
"Children' s Sculpture"
cz-
-J.W. Burlier, School Arts*
71:28-9, Oct. '71.
"Making It in 3-D", E. Stein,
School Arts. 741: 10-13, Oct.
'71.
Audio-Visual:
Understanding Modern Sculpture,
Parts I & II, Educational
Dimensions
Inc.
Com
munity:
,C
ON
TIN
UE
D O
R A
DD
ED
LEA
RN
ING
AC
TIV
ITIE
S
s
28
Environm
ental:
CONCEPT. NO.
aWatet
ORIENTATION
Water Supply
Integrated with:
SUBJECT
Art
TOPIC /UNIT .Painting
MonoChromatic
5-6)
BEHAVIORAL OBJECTIVES
STUDENTCENTERED LEARNING ACTIVITIES
Cognitive:
Illustrate water areas in
terms of a mono-chromatic
color scheme.
Affective:
Be alert to the mono-chromatic
tendencies of a water scene.
Skills Used:
Painting
techniques.Color value.
Awareness.
Observation.
In-Class:
I.
Art
A.
Mono-chromatic
Discuss the colorg
of the water.
2.
Concentrate on
onecolor and
paint a water
scene varying the
hue of the colors
0:Aside or Community:
-
I.
Art
A.
Find Paintings
illustrating the colors
of the sea.
c
.1
29
al
SUGGESTED RESOURCES
CO
NT
INU
ED
OR
AD
DE
D LE
AR
NIN
GA
CT
IVIT
IES
Publications:
Painting Seascapes
Raynes, John
Watson -Guptill, Cincinnali,
Ohio.
Paintin
In Watercolor, Pellew,
John C., Watson - Guptill.
Painting Sea and Shore, Ballinger,
Harry R., Watson -Guptill.
Seascape Painting Ste-By-Step,
Smart, Boriase, Watson -Guptill.
Audio-V
isual:
Color, BAVI.
TACLAEL...2S§22111aag912E;
Warren Schloat Pro.
(Filmstrip-Record).
Discovering Color, B.F.A.
BAVI.
Environmental Awareness - Color,
Prbject I-C-E, RMC.
, Com
munity:
30
Environm
ental:
CO
NC
EP
T N
O.
5 Air
ORIENTATION
Clean Air
Integrated with:.
SU
BJE
CT
Art
TOPIC/UNIT
Mobiles
(4-5-6)
BE
HA
VIO
RA
L OB
JEC
TIV
ES
ST
UD
EN
TC
EN
TE
RE
D LE
AR
NIN
G -A
CT
IVIT
IES
Cognitive:
Employ air polluting objects
a°in the construction of a
0
Affective:
Show aesthetic, awareness: of
air pollution.
Skills Used:
Mobile Construction.
Discussion,.
Cllecting.
Awareness.
Observation.
In-Class:
I
I.
Art
A.
Discuss what types of
man-made objects°are
blown around by the
wind,. littering the
air.
-4
1.
Construct a mobild'
these
ofia-ebtS.-
2.
Use Alexander
Calder's Mobile
examples.
Outside or Community:
I.
Art
A.
Collect man-made
objects that pollute
the air.
1"
Travel to see a build-
ing or room having
mobiles suspended in-
it.
-
P
.Use the finished mobiles
to decorate a community
building (hospital,
-wank, store, library,
gallery, etc.).
33.
SU
GG
ES
TE
D R
ES
OU
RC
ES
CO
NT
INU
ED
OR
AD
DE
D_ LE
AR
NIN
G-
AC
TIV
ITIE
S
Publications:
"Balance on a Shoestring", O.C.
Locke, Art & Activities,
67:14-16, June '70.
"Skylight Mobiles", W.D. Ehlers,
Arts &. Activities,. 68:33, S
'70
"Strawmobiles", K. G. Kite,
Arts & Activities, 68:20-1,
Ja '71.*
"Paper Crafts and Mobiles",
R. Perlmutter, Teaching,p
Exceptional Children, p.
134-41
Spring r72.
(cont..)
Audio-V
isual:
Make a Mobile, B.F.A., BAVI,
The Second Pollution, Project
=-7:17717-1174717.
Com
munity:
Publications:,
(cont.)
"Why Don't You Make a Mobile?",
M. Shaw, Arts & Activities,
p. 32-3, April
r72.
32,
et
EmAmormemml:
/
Integrated with:
CONCEPT NO.
5Air
.TOPIC /UNIT
.
Consruction'
OR
IEN
TA
TIO
NClean Air
wuN
SUBJECT
Art
L5-6)
BE
HA
VIO
RA
L OB
JEC
TIV
ES
Cognitive:
.
:2
Through observation, students
° will.be able to reproduce the
Ni
0 causes of air pollution.
I
=11ID
01111.1.
4'
Li
Affective:
Become more aware of the
Causes of air pollution.
Skills Used:
Discussion.
Observation.
Construbtion.
Awareness.
In-Class:
ST
UD
EN
T-C
EN
TE
RE
D LE
AR
NIN
G A
CT
IVIT
IES
Outside or Community:
I.
Art
A.
After the students
have visited the
factory site, have
them construct a
factory, a bus, a bar
7 using cardboard,
boxes,, etc.
Dry ice
could be used to
create smoke thus re-
producing the causes
of pollution.
I.
Art
A.
If there is a factory'
in the area, take a
field trip and do a
charcoal drawing.
How
does a factory affect
clean air?
I
.Take the" class to a
.
busy intersection and
have them Observe.
Draw the effect that.
many 'cars have on the.,
clean air.
33
SU
GG
ES
TE
D R
ES
OU
RC
ES
Publications:
"Box Sculpture", I.'Hills;
Arts. & Activities,
P./42,
May !70.
"S.I.T.E."a suggested answer to
die problem of pollution
in
'art teacher
development`, A.W..
Beck, il., School Arts,
71:36-
7, Sept.'7777-'''
"In Quest of Cleaner Air &Water"
/
"Conserving our Waters & Cleaning
the
(teacher's guide &
student manual) American
(cont.
Audio-V
isual:
Record - "Why Is There Air",
Bill Cosby
The Second Pollution,
Project
.1
,Com
munity:
Factory representative
Traffic Dept. representative
CO
NT
INU
ED
. OR
AD
DE
D LE
AR
NIN
GA
CT
IVIT
IES
34
a-.-Vs.
is
LU
C.)
UC.)
1U0O.01-
a.,E
nvironmental:
(integrated with:
,
CONCEPT NO.
6- Resources
SUBJECT
AEI
OR
IEN
TA
TIO
NR
&source
Distribution
TOPIC /UNIT
Mobiles
o
BEHAVIORAL OBJECTIVES
(4-5-6)4
STUDENT-CENTERED LEARNING. ACTIVITIES
4.
Cognitive:
Illustrate the concept of
balancethrough a properly
constructe&trtobile.--
3,
O
%.
Affective:
Developa visual sense o
balance by
developinga
mobile.
[Observation.
Discuesion.
\Awareness.
,
Skills Used:
Basic cOnstruct*
and,
prinCiplof the` mobile.
0
a
In-Class:
IO
utside or Cm
uniunity-.1.
Art
IA
.C
ompaie
the importancq I.
Art
of nature's balance td
A.
Visit public buildings
the importance of a
that have mobiles.
mobile's balance in
its constr.uctIelk.
1.Students- can
brainstorm and
come up with 2 or
3 ecosystems and
talk of their im-
portance and also
experiment with
balancing mobiles.
Discuss
andil-
lustrate the basid
principles of the
mobile.
(Ulm
Calder examples)
a.
Using actual
items from
nature shapes
made out
ofI
a
paper or. lightl
weight metal, j
have the stu-' 'I
deht construct
a -mobile.
..
..,
._
.
b.
.Stress that
:-
be relat
1
shapes
relate;`
35
SUG
GE
STE
D, R
ESO
UR
CE
S.
Publications:
Lynch, John, "H
ow T
o Make
M-obiles
New
York, V
iking Press, Inc.H
orn, George E
.,"A
rt. for Today's
School", Worchester, M
ass.,."--_D
avis Pub., Inc."People,
Plates- and Things Papered
irk
dimension", A
rts.and AC
-tivities, June 665.
"Skylight Mobiles", A
rts andSept.-rfri.
4 "Balance
on a Shoestring", -0.C.
Locke, A
rts and Activities,
p. 14-13.6June "T
o. (cont.)A
udio-Visual:
-e
Make a .M
obile,13.F.4., B
AIT
':R
astares11:agLE
.ia e, BA
VI.
Discover3.ng C
olox,D
AV
I.O
ne Da A
t,,TetonM
arshi Ll(2 parts204).
.
- CO
NT
INU
ED
OR
AD
DE
D L
EA
RN
ING
:AtluvrriE
s
Pulkications:(cant.,)
36
!Skylight ,Mobiles"., N
.D. E
h3.eis,A
rts and Activities, p. 24-44,
jJan.
j° "Stra.w
mobiles", R
.G. K
ite,A
rta-- and 7!".**.ivities, T. 30 -2,
Sept.670.
-
"Papercrafts and Mobiles"
R. Perlm
utter/ Teaching E
xceptionalC
hildren,134-41,- Spring, ',72.
!WhirD
ot="--Y
ou..Make a M
obile",sphatit,- kits and A
ctivities, p. 32-3A
pril72. i
CO
PAA
VA
ILA
BL
E
(cont.')/_
"GS
;
Environm
ental:
CO
NC
EPT
NO
.6
Resources
ORIENTATION
Resource Distribution
Integrated with:
SUBJECT.
Art
TOPIC/UNIT.
Paper Sculpture (BAS-relief) (5,6)
BEHAVIORAL OBJECTIVIES
.ST
UD
EN
T=
- CE
NT
ER
ED
LE
AR
NIN
G A
CT
IVIT
IES
Cognitive:
Create a BAS-relief d
using a repeat
if of na-=
ture.
4
Affecti)m:
Become aware of naturally
repeating patterns in.nature.
Skills .Used:
Drawing.
Cutting.
Gluing.
Awareness-of
TeXture.
Appreciation.
Observation.
Line, Shape, and
In-Class:
IArt
A.
Discuss the natural
repeating designs in-
nature, the vein in al
leall'ocean waves, thd
rings in the cross
I
section of a tree, etd,
1.
Draw a repeat pat-1
tern on construc-
tion paper.
Cut sheets of con1
struction paper
into 1" strips.
1.
Apply glue to 1
the edge and
I
stick to back-1
ground
ing pattern ofl
the drawing.
2.
White on white,
works best bet
cause- of the
effect of
light on the.
BAS-relief.
EXNIPLE:
Edge
of
Paper
c
Outside or Community:
I.
Art
A.
A walk just about any-
.where to view how the
repetition of design
creates unity.
B.
Have students collect
and bring to class
-objects or pietures_of
objects that have:re-
peated line-patterns.
Examples: -Bark, Cross
section of lemon, onion
-,
orange, cabbage, bubbles
on water, etc.
BE
STC
O PX
AV
AIL
AB
LE
37
SU
GG
ES
TE
D R
ES
OU
RC
ES
CO
NT
INU
ED
OR
AD
DE
D LE
AR
NIN
G A
CT
IVIT
IES
Publications:
"Paper Sculpture, BAS-relief",
School Arts, Sept.
'70.k
"Paper To
Am
aze", M.Seehafer,
Instructor, 81:73 April
'72.
"Corrugated Cardboard Becomes-
Versatile Ddsign Medium'!,
Arts and Activities, Oct. Y66.
"Notching,
tabi7FEN-FIOts",
Arts and Activities, Nov. 170.
Designing With Natural Forms,
D'Arbeloff, Natalie, Watson-
paptill.
Audio-V
isual:
The Art of See4212lImEIL
Warren. Schloat Pub. Inc.
Designs in Nature
Environmenta Awareness,
I-C-E, RMC.
Paper Sculpture, BAVI.
Discovering Line, BAVI.
Discararing_Creative Patterns,
BAVI.
, Com
munity:
BE
ST
CO
PY
iiitAB
AB
LE
P
3
I.
38
Environmental:
:.
CONCEPT N.
6 - Resources.
'c
ORIENTATION
Resources Distribution
BEHAVIORAL OBJEC-TIVEST
Cognitive:
Create a Simple wall hanging
luO.ng basic weaving techniques
LU
C)
LU
Affective:
Appreciate the beauty of a
hand-woven piece of cloth.
.1
Integrated with:
SU
BJE
CT
Art
TOPIC/UNIT
Weaving (5-6)
STUDENT-CENTERED LEARNING ACTIVITIES
In-Class:
I.
Art
A.
LU
4
Skills Used:
Basic weaving knowledge.
Awareness of texture,
line, shape.
4
Weaving Into Builap
1.* When weaving into
burlap, the bur-
lap threads may
be pulled out and
Others pulled intd
their place.
2.
Alternate threads
may be removed to
create a looser
fabric.
3.
Several threads'
may be removed an4
the remaining
ones moved into
curved or angular
directions.
Spaces can be cre-1
ted -by the re-
moval of threads
in a-section,
rather 'thanacrosq
the .entire piece
of fabric.-
5.
Colorful string,
thread, or yarn
may be woven in
different sets of
combinations to
create interestin4
effects.
.1
6.
Discuss origin
(cont.)
Outside or Community.
I.
Art
A.
Using burlap as a base,
challenge students to
identify and obtain
other fibers, know
their source.NO weave
them into designs.
39
-
SU
GG
ES
TE
D- R
ES
OU
RC
E'S
CO
NT
INU
ED
OR
AD
DE
DLE
AR
NIN
d'AC
TIV
ITIE
S-40-
Publications:
"Weaving in the Round",
Arts and Activities, Sept. '70
"New Designs in Weaving", Donald
J. Willcox, Van Nostrand
Reinhold CO.
°"Creative Designs in Wall Hang-
ings "., Lili Bluemenau, Crown
Publishers.
"Simple Weaving to Create
Wall
Hangings", School Arts, Jan.
17/.
"Op Art- (Paper)/ Weaving".I. .Arts
and Activities, Sept. '69.
Audio,-Visual:
(cont.)
"Understanding the Craft: ..Weaving
Educational Dimensions Corp.
Weaving,
BAVI.
Fiber in Art, BAVI.
How. To Make A Simple Loom, BAVI..
Loom (3rd Ed.), BAVI.
Com
munity:
In-Class:
(cont.)
and history of weaving.
Publications:a (cont.)
"Vary the Pace With Lano
Lace"
J. Lyen, Arts and Activities.
April '72
"Elementary Weaving",, M. Shaw,
Arts & Activities,
P. 45, Feb. '71.
"Weave Your Own Thing", E. Grim, Arts & Activities,
p. 22-3,-June WO.
.0
Environmental:
CONCEPT NO.
6.
Resources
OR
IEN
TA
TIO
NResource Disiribution
Integrated with:
SU
BJE
CT
Art
TOPIC/UNIT
Pen & Ink Line Problems (5-6)
BE
HA
VIO
RA
L OB
JEC
TIV
ES
-STUDENT-CENTERED LEARNING ACTIVITIES
Cognitive:
Using sticks, ink and colored
paper, draw a figure or an
outdoor scene.
ui
Affective:
Become sensitive to the
variety of lines in common
objects.
Skills Used:
Basic pen and ink
drawing techniques.
Awareness of line patterns
in nature.
Observation.
Appreciation;
.
In-Class:
I,.
Art
A.
Discuss lines (using
and'visual aids
atyour disposal).
1.
Have:students
brainsthrm on all
the different
types of lines
that they can see
in their class-
room.
Show the filmqtrill
"The Art of Seeing
(Line).".
Discuss and illus -I
trate various penI
and ink techniqued.
Show the students'
that an assortmeni
of sticks
dippedin ink willpro-
duce a*.variety of
effects.
The end
of the stick
my
be pointed,
notched or covered
with a piece of
cloth.
?
Outside or Community:
I.
'Art
'
A.
Do some outdoor
sketching.
41
SUGGESTED RESOURCES
Publications:
"Pen and Ink Drawing", Faubes,
Frederic, Pitman Pub. Co.
"Line Design", Arts &Activities,.
Feb. '70..
"For Those Who Look but Do Not
See", School Arts, Nov. '70.
"Line", Fine Arts Publication,
(FA 102), I-C-E, RMC.
AudioVisual:
"The Art of Seeing' (Line)",
(Record- Filmstrip), Warren
Schloat Pro. Inc.
"'Discovering Line"
BAVI .
Community:
CONTINUED OR ADDEDLEARNING ACTIVITIES
0
5
42
Environm
ental:
CO
NC
EP
T)40.
OR
IEN
TA
TIO
N
7Land Use
Population Growth'
,Leisure Time
Integrated with:
SU
BJE
CT
Art
TOPIC/UNIT
Box Sculpture
(4-5-6)
BE
HA
VIO
RA
L OB
JEC
TIV
ES
ST
UD
EN
T-C
EN
TE
RE
D LE
AR
NIN
G. A
CT
IVIT
IES
<s.
4.
Cognitive:
Determine types of buildings
needed for family living and
leisure time activities.
Affective:
Become aware otthe variety
of homes and 14=0.sure
activities.
I
1
Skills Used:
Cardboard sculpture
techniques.
Appreciation of Architecture.
Awareness.
Observation.
InClass:
IO
utside or Com
munity:
I.
Art'
A.
<ee
I1.
Crea+ion a buildings'
from poxes.
1.
Population growths
can be the center
of interest, if
size and type of
building are
stressed in con-
nection with
family living:
a.
Small house.
b.
Large house
C.
Apartment
building
d.
"A" frame
house
e.
Grass but
f.
House on
stilts
g.
Adding new
rooms to an
old house
(remodeling)
2.
Leisure time can
be stressed by
asking what types
of buildings are
needed to satisfy
man's recreationa]1
needs:.
a.
Golf club-(cont.)
Art
A.
Walk in the Neighbor-
hood to determine the
different types of
homes in your own area.
Resource books to see
unfamiliar types -of
homes.
43
SU
GG
ES
TE
D R
ES
OU
RC
ES
.P
ublications:"Box Sculpture", D. Hills, Arts
--se Activities, p. 42,
May-77U.
"Architectural Design in the
-Classroom", T. Thatcher, il.,
School Arts'
(68:7), Marnh '69.
"cardboardETE: Mixed Media",
R.R. Guthrie, il., Schoch
.Arts,
(68:32-3), Sept. '68.
"Our Man-Made Environment",
120 0, I-C-E, 1111C.
AudioV
isual:Designing With Everyday Materials:
Corrugated Paper/
BAVI.
Why. Man Creates, BAVI.
The Best We Can Do,
'Project I-C-E
Film 180 .
Archite
.""
Com
munity:
CO
NT
INU
ED
OR
AD
DE
DLE
AR
NIi1IG
AC
TIV
ITIE
S
In-Class:
(cont.)
4
house
b.
Beach houses
C.
Stables
d.
Taverns, lounges
e.
Bowling alleys, etc.
B.
Follow-up reports.
Students
and'explain its use.
1.
Is it a residentialbuilding?
2.
Who could live in it?
3.
Where might it be located?
4.
Is it a recreational
building?
5.
Who would use'it?
6.
Where would it be located?
77
can show their
creation
o
44
UI
cs
Environm
ental:
CONCEPT NO.
7 - Land .Use
ORIENTATICk
Transiaortation
Integrated .with:
SUBJECT
Ar t
TOPIC /UNIT
Drawing
Sculpture (4.-5- 6 )
BE
HA
VIO
MC
-OB
JEC
TIV
ES
=
Cognitive:
Illustrate ht-w modes of
transportation have changed
& in the discussion show that
this has affected mant-s, way of
life..
Affecti
Be..me conscious of the effect
f technological developments
on population areas.
C
Skills Used:
Drawing. skills:
a.
Placement
b.' Perspective
Constr4ction Skills:
a.
3-D models
Line Drawing.
(cont.)
ST
UD
EN
T-C
EN
TE
RE
D LE
AR
NIN
G A
CT
IVIT
IES
-Outside or. C
omm
unity:I.
Art
A.
1:,recede art activity
with discussion of
how transportation°
improvements have
transformed areas of
poRulation.
density &
how land use has
changed along with
this mobility" of
people.
'Sample questions:
1.
What were the
forms of transpori
tation in the
early. 19064s?
2.
How were' streets
& roads construct -1
ed?
3.
What inventions
facilitated
transportation?
'4.
Increased
mobilitmj
had what effected
on- modes. of
living?
5.
Why did city cored
become 'industrial
areas become
popuJ.
centers & outlyin
-lated centers?
(cont.)
Art
A:' Field trips to
historical museums
having old cars, trains,
etc.
B.
Have students bring in
models of old cars,
planes, ships, trains
to study.
45
.10
SUGGESTED RESOURCES
Publications:
Audio-Visual:
Pictures of old and
neigportation modes.
Pladtic models of cars,
etc.
Slides showing modes of
portation.
Community:
Museums
Railroad museum
Airport
trans -
planes,
trans-
CO
NT
INU
ED
OR
AD
DE
DLE
AR
NIN
G A
CT
IVIT
IES
Skills Used:
(c'ont.)
Awareness.
Observatitn.
Dis'cussion.s,(cont.)
46
,B.
T4e art activity itself consists of
drawing models of.
or creating 3-D models
of the transportation systems
which have produced these changes.
Examples:
Model T.
cameras, steam engines, monorails,
bi-planes, 747 jets.
Work in groups constructing large models
of these things
using cardboard, junk metal, etc.,. Have
plastic 'or real
models, slides,, pictures, etc. of these
machin'es for the
class to observe.
S.
-`I
'Environmental:,
Integoted with:
CONCEPT NO.
7 - Land Use
.SUBJECT
Art
c'
ORIENTATION
Population Density and Land Use
TOPIC/UNIT
Relief Sculpture
(5-6)
BEHAVIORAL OBJECTIVES
ST
UD
EN
T-C
EN
TE
RE
D LE
AR
NIN
G A
CT
IVIT
IES
4.
i
Cognitive:
,m
ognitive:
..
In-Class:
= 2the e effect of
-I.
Art
denSity on different types of
A.
0 neighborhoods.
r..1
cow
Affective:
Become more aware of diffprent
types of neighborhoods and
the-effect of-density on them
Skills Used:
Cutting- (pircing) and folding
Use of stencil
Observation.
Awareness.
f.
gr
Paper relief (paper
iJ
pierced so, that forms
may stand (protrude),.
from the paper). ,
Example on back.
1.
Divide class into
groups
.4Strdents
in the various
groups are
responsible for
depicting differ-
,
ent types of
neighborhoods by
cutting scenes in
their papers.
a.
Rural
b.
Small town,
c.
City
d.
'Large city
e.
Harbor town
Industrial
jcities, etc.
2. la nsity can be
.studied by giving,
-students a spe-
cific humber of
people or houses
to cut into their
sheets-of paper.
Example on,bac
cont.
Outside or C
omm
unity:I. :Art
A.
Field trips into Various-
'.types Of neighborhoods.
B.
Students bring in'plc-
tUres Of various types
of neighboAoods.
U.
9
asr.-conA
viana
cp,
SU
GG
ES
TE
D R
ES
OU
RC
ES
Publications:
"Creative paper design", Reinhold
Pub.
"Paper 'To Amaze", M..Seehafer,
Instructor, (81:73), April
'72
"City scopes in 3-D", M. B.
Bowman, Arts & Activities, P. ,
36-7, June 171.
"Aesthetic Edication:' for
What",
(art in relation ,to capacity)
School Arts," April' 172, p. 37.
Audio-V
isual:People cat a city, Brown County
Libra y.
Environmental Awarehess -
City,
(Kt 16) , I-C.:E7 RMC.
Creating With Paper;
BPA,
Boomsville, Project
(Film 400).
Noisy Landscape
Project
'(Film 170).
The Green_Cit
Project Ire -E;
Film
40
Com
munity:
1
CO
NT
INU
ED
OR
AD
DE
R LE
AR
NIN
G A
CT
IVIT
IES
In-ClaS
S:
(cont.)
3. 'Instruct
child'to cut a house, then a person, now
anotherverson, 3 children, a dog, a newbaby, etc.,
soon there is no room
in "yard".
Stress population
growth and density.
Create a community with
fold-up sheets.
One student-
makes a store, one makes on house,
another makes another
house, a bank, school, church,. etc. oreach child could
create his own town on his sheet
of paper.
48
EXAMPLE 1.
Everything is
folded up from
paper.
BE
SIW
ritA
VA
ILA
BL
E.
T,
Eicample 2.
s.
to.
4.thT
41
Environmental:
CONCEPT NO:
OR
7Land Use
0a
Influence for Change
Integrated with:
$(Js4APT
_rds;ing & Painting.
-13esign
)
BEHAVIORAL OBJECTIVES
Cognitive:
Prepare album cover to il-
lustrate knowledge of ef-
fects of Pollution._
ir
0
a
-STQ
EO
T-;;C
EN
TE
RE
ICI-L
,t-EA
RN
ING
AC
TIV
ITIE
S-
Affective.
_warn that visual impact
.af--fects the consumer's choice.
skiiriUsed:
Drawing &
painting.Good design principles.
Advertising principles.
Observation.
Awareness.
,;
Balancing\compoition.
In.Class:
.'Outside or Community:
Design =a-
xecgrd -cover.t
--fogy_ti011U
tion"type
-
s9115-1. :-St140nts>
.vanuse
Icom
mercially .know
nsong about
-,p02-
lution or
uptheir own song
I
before _beginning
I
this lessbn.
May
be:%cork:old-tea I
with -Ines
:- specie j-
:
Art
A.
Have students bring
in commercially-
designed-alb= covers;
some :mirk-exit pppular
iroups andsome of
older -grotips.
49
c
p
`03
b46
SU
GG
ES
TE
D R
ES
OU
RC
ES
CO
NT
INU
ED
OR
AD
DE
D LE
AR
NIN
G'A
CT
IVIT
IES
Publications:
Maurellor-S.
nRalph, "Commercial
'Art'Techiliques", Tudor Pub.
Co., New. York, 1952.,
-
Brinkley, John, "Lettering Today",
Reinhold Pub. Co.,
'
New. Yorkej
1961.
War.
Graphic D
esign:50 =
ears ofkdvertising Art,, Watson-Guptill
Calligraphic Lettering, Watson-
Guptill.
Audio- V
isual:
Pollution Oriented Records.
Check MusiO Curriculum for
edolpgi centered records.
"Design for Living",2-BAVI.
Discs.221nosinArt,
BAVI.
z
comm
unity:
0'
41.
r.
3.
0
trLCo
00cscn
of1,
co
viILI
/E
nvironmental:
CONCEPT NO.
7 - Land Use
ORIENTATION
Land Use - Population
Density
Transportation
BEHAVIORAL OBJECTIVES
Integrated with:
SUBJECT
Art
TOPIC /UNIT
Designs and Construction'..4.4-5:-Q
STUDENT-CENTERED LEARNING ACTIVITIES
Cognitive:
Design & construct types of
homes which may have to be
used by man in the future.
Affective:
Become alert to the importance
of effective 1-1and use and the
consequences of increased
population growth.
Skills U
sed:Design.
Drawing.
Construction skills using
4various materials.
Architectural Awareness.
Observation.
Appreciation.
I n- Class:
I.
Art
A.
Discuss problems which
may occur in the fu-
1
ture as population in-J
creases and-Cie
1
environment must be',
I
used, to the best
advantage, to aCcommo-/
date the people.
1.
Will there be
I
room?
2.
What if land area
are-not available?!
3.
Where could people!.:
'XIve?
4.
How.coula theqe
areas be used
B.
The Studen'g will
design "ho es of the
future."
-
Examples:
I.
Space rocket homed
2." Submarine homes.
3.
Tree houses:.
4.
gloating -homet.
5.
Anything.-they
dreak up!
C.' They may, simply draw
theSe homes or they
may'iconstruct them
with a,variety of
materiali.
.
Outside O
rCoiiiinunity.
r
Art
A.B.
Ha-%,e an architect come
in to discussarchi-
tectural planning..
Collect and-study.dif-
ferent architectural
styles.
4
51
IASI C
OPY
.A
VA
IIAB
LE
SUG
GE
STE
D R
ESO
UR
CE
SC
ON
TIN
UE
D' O
R A
DD
EI3 L
EA
RN
ING
AC
TIV
ITIE
S
Publications:Community Planning Handbook,
I-C-E, RMC.
"A 'study in Environment", Leano
Nalle - School Arts, April, '32
(Buildin777.7.7.77.17.-Mcapes).
PSpaape Age Shapes",
0 Artist Jr.
magazines, Vol. 3,.#3,'1962.
-Carve a4 Box:
Exploration into
S,-.ace and Form", L. Olson, Arts
&-Activities, p.. 24-27, Dec-
'71.
":ardboard City", Mixed Media,
R.R. Guthrie, School Arts
(cont.)
Audio-Visual:
besi rung With Ever' da
Materials:
Corrugated papAE, B.F.A.,
"Why Man Creates',
BAi/I.
"Frank Lloyd Wri5he,
The Best We Can Do, Project I-C-E,
(Film 184,
Downtowns -For Peo le, Project
I-C-E
Film 190
.
.aEla212Elaz, Project I-C-E,
(Film- 540).
O
'Community:
Architect.
City Planner.
U
Publications:
(cont.}
S.,68.
Our Man-Made Environment, I-C-E, RMC,
'Architecture zor YoungBeginners",
T. Thatcher, School Arts,
68.7 'MR '69.
"Architectural Design in the
Classroom", T. Thatcher,
School Arts, 68:7, Mr. 69.
52
-
.cv
Environm
ental:
CO
NC
EPT
NO
.
ORIENTATION
7- Land .Use
P
Land Use
SU
BJE
CT
Art"
TO
PIC
/UN
IT.
3-D PaPer Design 'Collage (4-5-6)
BEHAVIORAL OBJECTIVES
Cognitive:
Ilstrate how man uses land.
7trolve such problems as
facilitating transportation
ST
UD
EN
T-C
EN
TE
RE
D LE
AR
NIN
G. A
CT
IVIT
IES
It
Affective:
Show awareness of man's use
of his
environmenZ
,to solve
his problems.
In-Class:
I.
:Art
A.
Before and after
scenes, of factors
involved, in concept #
These before & after
scene's are arranged
anaccordion
pleated surface so
that '3 pictures are
created from two
actual pictvres de-
_pending on
at angle
the surface -.is,:viewed
from:
The' 3id is the
abstract
art'combina-
tion of the 2.real
posters.'(Illustration
on back)L.
Example:'
farming
-area is transformed
into `a freeway. inter-
change).
N1.
A picture of a
farm is cut
into5 strips.
These
strips are--pasted
ml
order
the right half
oach,pleat..
2.
A pi
tare of a
i
freewa _is cut &
pasted
ontothe
(cont.).
;
Skills Used:
Accuracy.
Visual -awareness.
Drawing.
Observation.
C
Outside or Community:
I.
Art
A.0
Observe areas w
herestreet' or highway con-
struction is in pro=-
gress.
How is the
environment r. ffected?,
B.
Have students bring in
magazines from which
they can cut pictures.
4
BE
ST C
OPY
/MIN
AB
LE
53
SUG
GE
STE
D R
54
----
-Publications:
a
In-Class:
left half of each pleat.3.
When view
ed from the
cvieived from the left
straight-on one sees
.ILLUSTR4TION
DowntoWns for People Project
lgr:
The. Green City, Projedt I-C-E,
-.0.11a. 440..
Noisy tandscape, Project
Et
ON-14111 00)..
Urban S-rawl#'-Project
Film
Community:
City Planner.
.
z
right angle one sees a farm, when
one 'sees a freeway.
When
viewed
an abstract' design.
BE
ST C
OPY
AV
AIL
AB
LE
t
Environm
ental:
CO
NC
EP
T N
O.
8 -,Values and Attitudes
ORIENTATION
ManEs Environment
BE
HA
VIO
RA
L OB
JEC
TIV
ES
\
Cognitive:
Analyze natural materials that
can be usedin a creative way
and uses one to make a\unique
communication.
Integrated with:
SU
BJE
CT
Art
TOPIC/UNIT
Artistic Creation - Mixed Media
(4-5-6.)
STUDENT-CENTERED
LEA
RN
ING
AC
TIV
ITIE
SIn-C
lass:O
utside or Com
munity-
I.
Art
A.
Mangs environment can
be seen as a store-
houqp of materials
which may be used in
his artistic crea-
tions.
I.
Art
A.
Take an exploration
field trip.
Find
materials which may be
used for artistic
creations.
=M
O
Affective:
Appreciate-natural materials\
as opposed to commercial art\
materiali.
Skills Used:
Exploration..
Discovery.
Use of Imagination.
Observation.
Awareness.
Artistic Expression.
L.
1.
These materials
can be found in
the:
a.
Air:
wind
makes a- mobild
move.
b.
Water:
Shel1J'
may be used
or jewelry.
c.
Earth:
Rocks1
may be used
for sculpture:
d.
Environment'sI
popUlations:
sheep's wool
for weaving.
2..
Look around your
4 site.
What
materials do you
see that might be
used for artistic
creation.
Which may be-used
without damage to
the environment?
(cont.)
55
VA
SUGGESTED RESOURCES.
CONTINUED OR ADDED LEARNING
ACTIVITIE
Publications:
"Face
OPWith Texture; Na'sk
Designs", GG. Allrutz,
Instructor, 80:116, -0: '70,
"Recreating the mediocre &
the Discard", B.
Stubbins,
School: Arts, .70111, 171.
"Creative uses of Scrap..
Materials", 111.G. Lewie,
Sch.00L Arts,; -69:11....
"Mo7a.C
i.:'& Beane,
S.T. Bond, aristructor,-
79-931.3.r. -1970.
"Printing:
.Plant Prints", I..
Audio-Visual:
.(cont.)
Co3.__Ja5e:
Art From Found-
BAVI.
Weeds and Mosaics:, )17117.1..
Community:
In-Class:
(cont.)'What varieties can be createdthat will make the environment
more pleasing?
a.Find
such materials- & create.
56"ea
Environm
ental:
CO
NC
EP
T N
O.
8- Values and Attitudes
Integrated with:
SU
BJE
Ct
Art
ORIENTATION-
Man's Future Environment
BE
HA
VIO
RA
L OB
JEC
TIV
ES
ztLIC
ognitive:Perceive what the future
cDenvironment may be like
a>
through drawings and posters.
LaLu
411111111,
Affective:
Weigh alternatives of m an's
environment.
Skills Used:
Drawing:
Charcoal.
Pencil.
Oil pastels.
Lettering:'
,
(cont.)
TOPIC/UNIT
Art History - Drawing
4 5 -6)
ST
UD
EN
T -- C
EN
TE
RE
D LE
AR
NIN
G A
CT
IVIT
IES
InkNass:
I.
Art
A.
Art
1.
IO
utside
1I.
history commentart
Students are to dd
a drawing or a
poster of what'he
feels our future
environment would
be like if we keen
using it,as we
have in the-past.
and do nothing to
try to conserve
it.
2.
Students.are to
pretend that they
are just like
artists of the
past who were
actually reporterq
and futurists:
commenting on the
world around them.!
3.
Study paintings byl
S. Dan: Legar,'
Chagell: Balla,
,
Carra: Severini.
or Com
munity.
Art
A.
Students could research
to find works, done by
artists of the past,
which depict their re-
porter and futurist
tendencies.
B.
Students could also
visit museums to
,actually see paintings
of,our reporter
"futurist" artists.
JO57
SUGGESTED RESOURCES
Publications:
"Drawing With Mixed Media"
M.B. Bowman Sch. Arts 71: 14 -15
N171.
"Environment:
Children Explore
Their School,\Their Community,
Their Values" C. S. Knapp,
Instr. 81 62-4, Ja '62 & F 172.
Futurism Vol. 5, No. 3, 1964,
30 Artiwt Jr. Magazines, FA 207
Project I-C-E.
.
.Surrealism. Vol. 2, :,No.. 4, 196,1,
29 Artist Jr. magazines:/kA 210
Project °I-C=E.
(cont.)
,Poster. and Introduction
to, Drawing Materials,
BAVI.
Man & His .Environment, #1 SljAle-
tape, kit 34,
RMC.
A World Is Born, Project I-C-E,
(Film 220).
Marc Chagall, Brown County Public
Libarary, Film.
What Is A-Painting?, Brown County
Public Library, Film.
Com
munity:
CONTINUED OR ADDED LEARI\IING ACTIVITIES
58
Skills Used:
(cont..)
a
Pen & ink
Art appreciation & history.
Awareness.
Observation.
`Publications:
(cont.)
Space Age-Shapes, Vol. 3, No. 31-'1962,
30 Artist Jr. Magazines, FA.206,
Project I-C-E.
LUt.)
Environm
ental:
CONCEPT NO.
8 - Values and Attitudes
ORIENTATION--
Environmental Awarness-
-_
Integrated with:
SUBJECT
Art
TOPIC/UNIT
Political Convention Turned
Environment, Design (4+5+6)
BE
HA
VIO
RA
L OB
JEC
TIV
ES
ST
UD
EN
T-C
EN
TE
RE
D LE
AR
NIN
G A
CT
IVIT
IES
Cognitive:
Illustrate environment aware+
ness by creating buttons, ban-
ners, etc.. for ax environmen-
tal convention.
Affective:
Develop an environmental aware
ness in others.
Skills
Used:
Drawing.
Lettering:
Applique.
Composition.
Printing.
_Observation.
Awareness.
In-Class:
Outside or 'C
omm
unity:
I.
Art
A.
Political Convention,
1.
Students could do
a takeoff on a.
political con-
vention.
Their
convention could
be an environ-
mental idea con-
vention.
2.
Possible design
eideas for their
convention might
be buttons, ban-
ners,,circulation
papers,
& bumper
stickers.
3.
This is an excel-
lent group activi4
ty and should giva.
stucients op-
portunity
to work
together and
develop social
adaptivity.
4.
This convention
could actually
develop into a
contest if a clasd
was broken dow
into- groups
fMar and the group
-
(cont.)
I.
Art
A.
This activity could
be centered around
earth week.
B.
This activity might
also work out well in
conjunction with a
unit on politics in
Social Studies.
C.
Collect campaign.
buttons, bumper stick-
ers, etc. ta study
designs before design-
ing their own.59
SUGGESTED RESOURCES
CO
NT
INU
ED
. OR
AD
DE
D LE
AR
NIN
G A
CT
IVIT
IES
cations:
"Drawing Ti ith Mixed. Media",
IM.B. Bowman, School .Arts,
14-15, N '71.
1'
"Color Combinations Made-Excit-
ing", K. G. Kite, Arts & Activi
ties, 71:24-6
'72.
"Photomantage -the Juxtaposing
of Images"
aw-Cyr, Arts anc
Activiities, 66 26-9, Ja '70.
"Printing:
Plant Prints", I.
Geary Instr., 79:94, June 70.
Audio-Visual:
Poster, BAVI.
Posters (Rediscovery:
Art Media
Series), U.W. LaCrosse.
Comm unity:
Campaigh Headquarters-Printer
In-Class:
(cont.).
60
with the best campaign would win the
environmental el:e.ction.
5.
Design stickers, buttons for E week,
or_class campaigns,
etc.
C
et
0toI
Cl)
Ui
us
4
..
Eiw
irOnm
ental:
CO
NC
EP
TN
.O.
OR
9 - Management
Manipulation
Integrated with:
SU
BJE
CT
Art
TO
PIC
/UN
ITPhoto-Collage (4-5-6)
BE
HA
VIO
RO
BJE
CT
IVE
SS
TU
DE
NT -
CE
NT
ER
EO
LEA
RN
ING
AC
TIV
ITIE
SC
ognitive:Identify the difference be-
tween man-made and natural
environments.
-:
o
Affective:
Awareness of the difference
between _the man-made and na.t-
tural environments..
zOS
kiffs Used:
Collage Techniques.
Observation.
Cube Construction.
Awareness.
in- Class:
I.
Art
A.a."
Cube
hotogrbhs of
man7mage developments
vvs..'the natural envi7
ronment.
1.
Collect photo-
graphs.
Maybe
ani.nt;ber.of ex-
arOes of nature
su6h-aS:
trees,
leaves, flowers,
stones:1' stream,
lake., field.
Collect photo?
graphs,o4 :various
examples of man-
made impacts as
factories, roads,
billboards, build-
,ings, etc.
3.
Atsemble these
photographs on a
cardboard cube
displaying the
man-made environ-
ment vs. the natu-
ral aesthetics.
EXAMPLE on back.
.
1O
utside or Com
munity:
I..Art
A.
Take a, field trip to
the city, factory
local dump, construc-
tion area to observe
man's impact on' the
natural environment.
B.
Take'a field trip to
a farm, nearby field,
patk or wildlife area
to note the natural
environment.
C.
Have student.bring
in magazines for a
Source of collage
pictures.
6l
SU
GG
ES
TE
D -11W
2IUR
CE
SC
ON
TIN
UE
D O
R A
DD
ED
. LEA
RN
ING
- AC
TIV
ITIE
S
.C
ON
STR
UC
TIO
N O
F TH
EE
NV
IRO
NM
EN
TA
L C
UB
EPublications:
Our M
ai -Made E
nv*ronmenti Project
-I-C
-E,Audio-V
isual:
ecia. ag,C
omm
unity:,
" '
62
4!et
co
!Sr
Environm
ental:
C=1NCEPT NO.
-9 - Management
ORIENTATION
Malt.' s_,Environment'.
r
Integrated with:
SU
BJE
CT
Art
Subtractive Sculpture - Straws,
Clay, Plaster (47-5-6)
s
BEHAVIORAL OBJECTIVES,
Cognitiire:
STUDENT-CENTEREb LEARNING ACTIVITIES
Recognize the characteristics
-I.of careful change and reckless
Cs
change.
Outside or Community:
.IOD
MO
W
Affective:
Become conscious of the ef-
fects of uncontrolled changes
in his environment.
Skills Used:
5ubt:;.active
Sculptur,e
Techniques.
Observatipn:4
Awareness.
Positive and'Negatiiie Space.
I.
Art
A.
Man has the ability to
change his environment
but there are some as-
pects of it that can
only be changed so
much before they col-
lapse and. as, a strong,
.useful part of our
environment, thy are
no longer of any use,
(Through a sculptural
activity we can de-
monstrate.this fact...)
1.
A. bundle of 15-20
straws are glued
together using
Elmer's glue, giv-
ing-you a strong
free form sculp-
ture.
2.
Once your sculp-
ture has dried
take a cutting
instrument and be-
gineutting sec-
tions And parts
off your sculpture
to make it more
interesting:
The.succels of
this project(cont.).
I.
Art
A.
Have- an environmental
expert such as Project
I-C-E George Howlett
come to your school
and explain what'happens
when man unthinkingly
exploits his environ-7
ment.
f63
IS
UG
GE
ST
ED
RE
SO
UR
CE
SCONTINUED OR ADDED LEARNING
ACTIVITIES
Publications:
.
Practical Carvin%, Dawson; Robert
Watson-Guptd.11.
Sculpture. In Ceramics, Meyer I.
Fred, Watson-.-Guptill.
AudioV
isual:
RaaaliaiiiiIIEmE211L11152ELLa
,-Straw B.F.A.; BAVI.
Henry Moore-The Squlptor,
BAVI.
Understanding MbdAnn
Sculptures
Parts I & II, Educational
,Dimensions, Inc.
.Face of Lincoln, Brovn County
Library.
C0
.
4
.In-Class:
(cont.)
64
for the student will illustrate-the
fact that man can
remove and change
things in-his environment but,it
must be-done carefully or he will end up
ruining it
joist, as the student will ruin his
sculpture, if he re-
Moves-too much of, his sculpture or cuts
without thought.
B.
Using a block,of plaster -Nr clay
have the students
start cutting into the form to create
negative. areas.
Remind the student that. thoughtful
and careful
carving is needed- to,ccntrol the
design and that the
sculpture must look godd fromall sides and angles
when completed.
Study works .of Henry Moore.
O
U0zu
cca..
Environm
ental:
CO
NC
EPT
NO
.
OR
IEN
TA
TIO
N,
10
Economic Planning
'Short-Long Term Factors-
Integrated with:
SUBJECT
Art
TOPIC /UNIT
Design Portfolio - Mixed Medj.a.
'CS
(4-5-6)
BE
HA
VIO
RA
L O
BJE
CT
IVE
SST
UD
EN
T-C
EN
TE
RE
D L
EA
RN
ING
AC
TIV
ITIE
S
Cognitive:
Illustrate an understanding
of the need to make the best
possible use of our natuia-1--
resources.
-.p
-In-C
lass:O
utside or Com
munity.
Affective:
Feel the
agencies
not take
measures
mentg.of
11
nee
for control of
and people which do
precautionary
to care for environ-
the future.
Skills Used:
Principles of design.
Skills of cons - truction.
Lettering techniques.
Awareness.
Observation.
I.
Art
A.
Design-and make your
own art portfolio or
e box that must
last
ear.
Could
be graded.
ode
would not be giVe
until teacher judged
---____
'last -ability-at end
of the year.
1.
A variety of
media could be
usbd for this pro-
.
ject such as cut
or torn letters,
painting, per &
ink, markers,
fabric collage,
sketcho, art tape,
crayon, etc.
I. :Art
A...
Studerits ,should become,
aware of poor,d'esign'
through-field trips
in their own'cammunity.
65
tri
SU
GG
ES
TE
D R
ES
OU
RC
ES
.CO
NT
INU
ED
OR
AD
DE
D LE
AR
NIN
G A
CT
IVIT
IES
Publications:
:Lettering. and Lettering Display,
Mann, William, Watson-Guptill.
Audio - V
isual:
Design and Man, *IATII.
Design for Living, .BANTI.
Bookbinding:
Art of Banding
Pamphlets
BAVI
.
C
Com
munity:
0
BE
STC
OPyim
am1;
gL.
4101111.0
4101111.0
co4'
us
Co
ui
Environm
ental:
CO
NC
EP
T N
O.
OR
IEN
TA
TIO
N
Integrated With:
11 - Indidual Acts
----------S
UB
JEC
TArt
Individual Alterations,
TOPIC/UNIT
Fabric Design - Ceramic Mosaic
BE
HA
VIO
RA
L OB
JEC
TIV
ES
Cognitive:
Organize
individualpieces to
make a complete project.
STUDENT-CENTERED LEARNING ACTIVITIES
Affective:
Accept responsibidity'of
individual work to develop the
whole.
-47
Skills Used:
Batik.
Silk screen.'
Block pribting.
Tie dye.
Textile ink.
Ceramic techniques.(cont.r
In-Class:
(4-5-6)
Art
A.
Each student makes in-
dividual ceramic
tiles.
When put to-
gether as a mosaico,
the tiles are inte-
gratedor composed to
'make a*finterestIng
muraJ..
B.
Each student-designs
his own individual
piece of cloth. 'u
Techniques may be
varied-batik, silk
screen, tie tare,.
block printing,
textile inks.
1.
Fabric can be used
for book cover ,
curtains, wall
hanging, teacher
smock, ceiling
treatment, room
divider, etc.
Sew material to-
gether or use
individuaIl
.
1O
utsideor
Community:
Art
A.
Have studentscolle4
paper from home and
community.
Plan field
trip'to a paper com-
pany.
Have the paper
recycled for use as
drawiiig paper in the
classroom.
B.
Visit fabric shop to
ase
v.rious kinds of
fabrics and patterns.
67-
"*%.
SUGGESTED RESOURCES
CO
NT
INU
ED
. ()R A
DD
ED
LE
AR
NIN
G A
CT
IVIT
IES.
Publications:
."
Dictibnary of Art Terms and
Techniques, Ralph Mayer,
Thomas Y. .Crower-Co., New York
"Batik as a Painting Technique",
A.G. Webb, Sci. Arts, 68:
6-8
May '69.
Introducin Abstract Printmakin
Capon, Robinv*Watson-Guptil .
Introducing Dyeing and Printing,
Ash, Beryl, and Dyson, Anthony
Watson-Guptill.
Introducing Design Techniques,:.
Capon, Robin, Watson-Guptd.11.
Audio-Visual:
(cont . )
"Rag Tapestry",
International Film FOundation,
475 Fifth Ave.,'Suiete 916,
New York, N. Y..10017.
Batiks You Can Make, BAVI.
How To Make A Stencil Print, BAVI.
Design for Living, BAVI.
Discovering Creative Pattern,
BAVI.Community:
Publications:
(cont.)
Fabric Printing By Hand, Russ
Makin. And Decoratin Potter
lies, Southwell, B.C.,
Watson-Gupta 1.
Stephen, Watson-GuptilI.
Skills Used:
(cont.}
Mural development.
Group planning & cooperation.
Awareness.
-68
SN
OO
P
Environm
ental:
CO
NC
EP
T N
O.
OR
Individual Alberations
11
_Individual Acts
.Integrated w
ith:.
SU
BJE
CT
NTOPIC /UNIT
Group Ceramics (4-5-6}
Art.
BE
HA
VIO
RA
L OB
JEC
TIV
ES
ST
UD
EN
T-C
EN
TE
RE
D, LE
AR
NIN
G A
CT
IVIT
IES
Cognitive:
Employ individual procedures
to change static surface to
dynamic surface.
0
In-Class:
I.
Art
A. °Pass a chunk of clay.
around the room (start
round or square or as
a "wet" pot) .
Each
person handles it or '
changes it ,n some wayl.
The end result will be
quite different than
the beginning piece
of clay
but. veryin-
teresting.
Note:
Refer to Con-
cept 1 Grades 1-3,
lesson 2 for- another
project.
.11.
Does this suggest
a discussion
point--liken the
ball of clay to
planet earth and
its alterations.
by man.
B.
Pass clay around
again, possibly this
time only between
4 to 5 students.
Have each model clay
for an allotted time
(cont.)
Affective:
Accept responsibility of
individual work to deyelop the
whole'
Skills Used:
Clay modeling.
Surface textures.
Glazing.
-Observation.
Awareness.
Outside
or Community:
I.
Art
A.
Visit local ceramic
studio or University
to learn more about
Jr
clay.
,
69
SUGGESTED RESOURCES
Publications:
0
"It Just Happened; Clay Modeling"
H. C. Warburton
Arts & Activities 69:
22-4
March '71.
"Figures of Clay & Plaster",
C.
School Arts,
71:
10-13, 0 '71.
-7-
"Clay and Young Hands
Go
Together",
Activities,
"Clay Is
p G.p.Kruse,
8-12,Arts
&Dec.
'67.
R.
A. Yoder,
School Arts, p. 20-1, Oct.
/I.
-;-,..
Audio-Visual:
The Stream, Project I-C-E, (film
320).
Face of Lincoln, Brown County
Lii--..31;-7:ZI'T1m).
Community:
CO
NT
INU
ED
OR
AD
DE
D LE
AR
NIN
G A
CT
IVIT
IES
In-Class:
(cont.)
and pass to next person.
The sculpture should be a
finished piece ready to be dried &
fired after last
person is finished.
.0=1111.
I
stec
Environm
ental:
CO
NC
EP
T N
O.''
12 - Stewardship
ORIENTATION
Stewardship' & Rights
4.
Integrated with:
SUBJECT,
Art
TOPIWUNIT:
Nanted PosterS,
Ceramics (4-5-6)
BE
HA
VIO
RA
L OB
JEC
TIV
ES
STUDENT-CENTERED LEARNING ACTIVITIES
Cognitive:
Learn tq identify those crea-
tures which are becoming ex-.
tinct; learn which groups or
individu4ls are over-extending
their use of our resources.
Affective:
Feel disgusted with those who
have over-used things that
were not theirs to abuse.
Skiffs Used:
How to form clay object-s.
How to illustrate and
organize a poster.
Awareness.
Observation.
In-Class:
I.
Art
Outside or C
omm
unit.;:
A. -Wanted Posters
1.
Do posters in-the
ford of the Old
Western "Wanted
Dad or Alive"
posters.
2.
The Only differ-
ence being those
who destroy parts
of our environment
would be the tic-
tims,of the pos-
ters.
e.g.
factories, litter-
bugs, cars, etc.
B.
Clay Work
1.
Chilicen could
model-images of_
animals that are
becoming extinct.
e.g. bald*eagle,
Bengal tiger
mountain lions,
seals,,ipenguins,
kangaroos,- etc.
2.
These imaged'.must
be qui
realistic
they can be
plaques or three-
dimensional-ob.-
ject6.
3.
Clay figures would
(cont.)
-9
I.
Art
A.
Borrow criminal posters
froT the local post
office tq illustrate
basic-layout.
4
C.
41-
ri
4.4
71
.S
UG
GE
ST
ED
RE
SO
UR
CE
SC
ON
TIN
UE
D O
R A
DD
ED
LEA
RN
ING
AC
TIV
ITIE
S
Publications:
"Clay Is Fun", R. A. Yader,
-
School Arts, p. 20-21, Oct.
1971.
"Psychedelic Posters", M.F .
°
Bolger, School Arts, p. 40,
Eapt. 1971.
"Clay & Young Hands Go Together",
G. Krause, -Arts & Activities,
p. 8-12, Dec.
1967
Maurello, S.RalphriCommercial
Art Techniques, Tudor Pub. Co,
New York, 1952.
Audio-V
isual:
Letts
s Play With Clay. Animals,
BAVI.
One Day At Teton Marsh, Project
I-C-E, (Film 200)
Com
munity:
In-Class:
(cont.)
be bisque fired, glazed,
and glaze ? fired.
/
,
72