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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

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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