UNIT OVERVIEW:
Grade Level
11-12th (Traditional Schedule, 50 minute periods)
Characteristics of the Learners
This unit is geared towards high school students in a public or private education setting. This unit is appropriate for a spring semester or advanced level students with prior experience in mixed media design techniques both 2-D and 3-D. Lessons will incorporate techniques such as: collage, visual analogies, photomontage, decoupage, assemblage, and image manipulation. These lessons will build on students’ knowledge of the Elements of Art and the Principles of Design. Students will also have some familiarity with new media and concepts of contemporary art such as, installation, performance, video, and earth art.
Rationale
This unit explores the interdisciplinary connections between art and science, focusing specifically on systems, patterns, structures,and cycles. The lessons are organized around discovering, interpreting and then reinterpreting patterns and systems through artistic translation. Students may also choose to investigate the impact that humans have on certain natural cycles. The first lesson will playfully encourage students to use their senses to observe, explore, discover and record nature. Students will record their findings through sketch book assignments which will inform and prepare them for a final project. Subsequent lessons will introduce students to a variety of contemporary and historical examples that reveal how artists use systems and patterns in nature as the basis for their artistic expression. Finally, students will research a specific topic related to nature, set up their own experiments and artistically reinterpret their findings in a final project. Mixed media, both 2-D and 3-D approaches will be appropriate for this unit. Lessons exploring structures, measurements, and codification will be developed as an extension to this unit.
11-12th (Traditional Schedule, 50 minute periods)
Characteristics of the Learners
This unit is geared towards high school students in a public or private education setting. This unit is appropriate for a spring semester or advanced level students with prior experience in mixed media design techniques both 2-D and 3-D. Lessons will incorporate techniques such as: collage, visual analogies, photomontage, decoupage, assemblage, and image manipulation. These lessons will build on students’ knowledge of the Elements of Art and the Principles of Design. Students will also have some familiarity with new media and concepts of contemporary art such as, installation, performance, video, and earth art.
Rationale
This unit explores the interdisciplinary connections between art and science, focusing specifically on systems, patterns, structures,and cycles. The lessons are organized around discovering, interpreting and then reinterpreting patterns and systems through artistic translation. Students may also choose to investigate the impact that humans have on certain natural cycles. The first lesson will playfully encourage students to use their senses to observe, explore, discover and record nature. Students will record their findings through sketch book assignments which will inform and prepare them for a final project. Subsequent lessons will introduce students to a variety of contemporary and historical examples that reveal how artists use systems and patterns in nature as the basis for their artistic expression. Finally, students will research a specific topic related to nature, set up their own experiments and artistically reinterpret their findings in a final project. Mixed media, both 2-D and 3-D approaches will be appropriate for this unit. Lessons exploring structures, measurements, and codification will be developed as an extension to this unit.
Enduring Ideas1. The world around us is beautiful and complex.
2. Many artists (from past to present) study and reinterpret systems, patterns and cycles in nature as part of their creative process. 3. Nature is full of systems that are interdependent, changing or impacting one system affects the whole. 4. Humans can choose to have a negative or positive impact on nature. |
Essential Questions1. Identify several patterns in nature that might be an interesting starting point
for a work of art. 2. How does one translate or record a sensory perception visually? 3. What can you do today and everyday to make a positive impact on nature? |
Historical/Cultural Context
This unit fits into the broad study of Science, Artmaking and Art History. This unit requires students to have fresh observations of the natural world around them and to integrate their understanding of scientific relationships, patterns, and cycles. Students will research a scientific system and an artist of their choice in order to increase their understanding and awareness (beyond observation). Students will consider how contemporary artists present their concepts through a variety of media, techniques, and contexts. As a final project students will submit a project proposal incorporating what they have learned from the various lessons and how they plan to expand on a concept and/or aporach of their choice. When submitting the proposal students should consider how the intended setting or context of their artwork affects its message, as well as the particular audience who is likely to respond to their work.
Lesson #1 - THE WALK: A Practice in Observation>>
This introductory lesson is designed to help students free themselves of preconceived notions of science, nature and how these disciplines overlap with art. If possible a visit to a local Nature Center, large public park, the coast, forest or someplace away from the students’ daily environment would be best suited for this activity. Students will participate in a sensory activity designed by Rose Shakinovsky and Claire Gavronsky (2002). This walk is intended as a solitary experience to bring students’ sensory awareness to the environment around them and raise their attention to how they impact and interact with the environment.
Lesson #2 - OBSERVATION AND ALTERATION: Exploring Nature's Possiblities>>
Plants and insects will be the main focus for this lesson. Students are encouraged to find their own specimens for direct observation. Using a microscope, students will observe similarities and variations within structures including human cells, plant particles, minerals, crystals, insects, molds, fungus, algae and the like. Students will consider how the cellular structure informs the overall structure of the specimen – finding patterns and variations. The teacher will present early examples of botanical illustrations and contemporary artists who use collection, classification and codification in their work as a springboard for the students’ creation of series of small works (water color, digital photography, ink or graphite drawings) recording their observations of the specimen of their choice.
Lesson #3 - CODIFICATION AND CLASSIFICATION: Seeing, Sorting, Recording>>
Plants and insects will be the main focus for this lesson. Students are encouraged to find their own specimens for direct observation. Using a microscope, students will observe similarities and variations within structures including human cells, plant particles, minerals, crystals, insects, molds, fungus, algae and the like. Students will consider how the cellular structure informs the overall structure of the specimen – finding patterns and variations. The teacher will present early examples of botanical illustrations and contemporary artists who use collection, classification and codification in their work as a springboard for the students’ creation of series of small works (water color, digital photography, ink or graphite drawings) recording their observations of the specimen of their choice.
Lesson #4 - PATTERNS AND STRUCTURES: Discovering Math Within Nature>>
This lesson will teach students about the timeless interrelationship between math and nature. Students will also learn about how artists throughout history and across cultures have studied these mathematical relationships in nature and used them as the basis for architecture, painting compositions, and sculptures. Students will see current examples of how scientists study nature to discover energy efficient means for architectural engineering. Students will have the opportunity to create their own artwork reinterpreting or repurposing a pattern from nature.
Lesson #5 - CYCLES AND SYSTEMS: What Comes Around Goes Around>>
This lesson will introduce students to concepts relating to ecology, sustainable systems, and humans’ impact on nature. Videos and still images by artists such as Mark Dion, Pablo Cardosa, Jessica Segall, Jessica Houston, and Michael Pawlyn will be used as a starting point for this lesson. Students will choose a system or cycle to focus on through research and artistic exploration. Students will discover the way the cycle functions ideally; if possible they will observe and record the system over a period of time and track changes. If it is not possible to directly observe and record the system, students will hypothesize about changes that could occur with human impact (either positive or negative) and how changes to this system would result in changes to other symbiotic systems.
Lesson #6 - PROPOSAL & FINAL PROJECT>>
This lesson is a culminating project where students will evaluate their creative process and projects from throughout the semester. Students will select three works of art from their portfolio that were most successful and have common stylistic or content threads. Reflecting on the chosen works, students will write a short paragraph explaining their intent and their use of media. Additionally, students will explore how they could take the ideas or techniques further for their final project. Based on techniques they most enjoyed from the course students will propose a culminating project that ties together their earlier works. Upon completion of this final project students will organize and hang a public exhibition on campus or local gallery space.
Selected Artworks>>
Videos>>
Defintions>>
Web Resources>>
Journals & Books>>
Project Criteria & Rubrics>>
CA State Standards>>
This unit fits into the broad study of Science, Artmaking and Art History. This unit requires students to have fresh observations of the natural world around them and to integrate their understanding of scientific relationships, patterns, and cycles. Students will research a scientific system and an artist of their choice in order to increase their understanding and awareness (beyond observation). Students will consider how contemporary artists present their concepts through a variety of media, techniques, and contexts. As a final project students will submit a project proposal incorporating what they have learned from the various lessons and how they plan to expand on a concept and/or aporach of their choice. When submitting the proposal students should consider how the intended setting or context of their artwork affects its message, as well as the particular audience who is likely to respond to their work.
Lesson #1 - THE WALK: A Practice in Observation>>
This introductory lesson is designed to help students free themselves of preconceived notions of science, nature and how these disciplines overlap with art. If possible a visit to a local Nature Center, large public park, the coast, forest or someplace away from the students’ daily environment would be best suited for this activity. Students will participate in a sensory activity designed by Rose Shakinovsky and Claire Gavronsky (2002). This walk is intended as a solitary experience to bring students’ sensory awareness to the environment around them and raise their attention to how they impact and interact with the environment.
Lesson #2 - OBSERVATION AND ALTERATION: Exploring Nature's Possiblities>>
Plants and insects will be the main focus for this lesson. Students are encouraged to find their own specimens for direct observation. Using a microscope, students will observe similarities and variations within structures including human cells, plant particles, minerals, crystals, insects, molds, fungus, algae and the like. Students will consider how the cellular structure informs the overall structure of the specimen – finding patterns and variations. The teacher will present early examples of botanical illustrations and contemporary artists who use collection, classification and codification in their work as a springboard for the students’ creation of series of small works (water color, digital photography, ink or graphite drawings) recording their observations of the specimen of their choice.
Lesson #3 - CODIFICATION AND CLASSIFICATION: Seeing, Sorting, Recording>>
Plants and insects will be the main focus for this lesson. Students are encouraged to find their own specimens for direct observation. Using a microscope, students will observe similarities and variations within structures including human cells, plant particles, minerals, crystals, insects, molds, fungus, algae and the like. Students will consider how the cellular structure informs the overall structure of the specimen – finding patterns and variations. The teacher will present early examples of botanical illustrations and contemporary artists who use collection, classification and codification in their work as a springboard for the students’ creation of series of small works (water color, digital photography, ink or graphite drawings) recording their observations of the specimen of their choice.
Lesson #4 - PATTERNS AND STRUCTURES: Discovering Math Within Nature>>
This lesson will teach students about the timeless interrelationship between math and nature. Students will also learn about how artists throughout history and across cultures have studied these mathematical relationships in nature and used them as the basis for architecture, painting compositions, and sculptures. Students will see current examples of how scientists study nature to discover energy efficient means for architectural engineering. Students will have the opportunity to create their own artwork reinterpreting or repurposing a pattern from nature.
Lesson #5 - CYCLES AND SYSTEMS: What Comes Around Goes Around>>
This lesson will introduce students to concepts relating to ecology, sustainable systems, and humans’ impact on nature. Videos and still images by artists such as Mark Dion, Pablo Cardosa, Jessica Segall, Jessica Houston, and Michael Pawlyn will be used as a starting point for this lesson. Students will choose a system or cycle to focus on through research and artistic exploration. Students will discover the way the cycle functions ideally; if possible they will observe and record the system over a period of time and track changes. If it is not possible to directly observe and record the system, students will hypothesize about changes that could occur with human impact (either positive or negative) and how changes to this system would result in changes to other symbiotic systems.
Lesson #6 - PROPOSAL & FINAL PROJECT>>
This lesson is a culminating project where students will evaluate their creative process and projects from throughout the semester. Students will select three works of art from their portfolio that were most successful and have common stylistic or content threads. Reflecting on the chosen works, students will write a short paragraph explaining their intent and their use of media. Additionally, students will explore how they could take the ideas or techniques further for their final project. Based on techniques they most enjoyed from the course students will propose a culminating project that ties together their earlier works. Upon completion of this final project students will organize and hang a public exhibition on campus or local gallery space.
Selected Artworks>>
Videos>>
Defintions>>
Web Resources>>
Journals & Books>>
Project Criteria & Rubrics>>
CA State Standards>>