Environment Collagraph; 7th Grade
An inter-disciplinary lesson
Over a 10-day period, students were able to research and create a collagraph print depicting an environment of their choosing. After researching their environment, students learned and performed the process of creating a collagraph print.
Objectives:
Provided direction, SWBAT properly research an environment of their choosing, by finding three facts that they didn't know before and a fact on either how that environment is currently threatened, or how it benefits life around it from their research. (Blooms: Understanding | Standard: Comprehend | GLE: Understanding works of art involves knowledge of historical and cultural styles, genre, and artists over time | AL: literacy,, numeracy, technology)
Provided a slide show, SWBAT understand the historical and current importance of portraying the beauty of the natural world through art when viewing artworks such as “The Great Wave” - Katsushika Hokusai, “Early Spring” - Guo Xi, “Norham Castle, Sunrise” - J. M. W. Turner, “Ocean” - Vija Celmins, and "Winter Hemlocks Along Larry’s Creek” - Karl Eric Leitzel by participating in a class discussion about their observations. (Blooms: Understanding | Standard: Transfer | GLE: Discuss how art is an integral part of community culture and events | AL: Literacy)
Provided information, SWBAT understand and apply the concept of appreciating the environment through art, by researching several facts and images of an environment of their choosing and integrating that knowledge into the creation of a collagraph. (Blooms: Applying | Standard: Create | GLE: Generate works of art based on selected themes or anticipated goals (DOK 1-4) | AL: Technology, Literacy)
Provided an interactive slideshow and demo, SWBAT independently perform the process and create a collagraph that represents the environment they chose by integrating 10 shapes and 3 textures from their research, as well as creating layers and paying attention to texture and detail (Blooms: Creating | Standards: Create | GLE: Restructure and apply the technical skills and processes required to achieve desired results in producing works of art | AL: numeracy)
Provided several questions and a gallery walk, SWBAT reflect on their final prints and art making process, by analyzing how they got to where they did, why, and if they were successful in representing their environment. (Blooms: Evaluating | Standard: Reflect | GLE: Interpret subjects, themes, and symbols as they relate to meaning in works of art | AL: literacy)
Provided direction, SWBAT properly research an environment of their choosing, by finding three facts that they didn't know before and a fact on either how that environment is currently threatened, or how it benefits life around it from their research. (Blooms: Understanding | Standard: Comprehend | GLE: Understanding works of art involves knowledge of historical and cultural styles, genre, and artists over time | AL: literacy,, numeracy, technology)
Provided a slide show, SWBAT understand the historical and current importance of portraying the beauty of the natural world through art when viewing artworks such as “The Great Wave” - Katsushika Hokusai, “Early Spring” - Guo Xi, “Norham Castle, Sunrise” - J. M. W. Turner, “Ocean” - Vija Celmins, and "Winter Hemlocks Along Larry’s Creek” - Karl Eric Leitzel by participating in a class discussion about their observations. (Blooms: Understanding | Standard: Transfer | GLE: Discuss how art is an integral part of community culture and events | AL: Literacy)
Provided information, SWBAT understand and apply the concept of appreciating the environment through art, by researching several facts and images of an environment of their choosing and integrating that knowledge into the creation of a collagraph. (Blooms: Applying | Standard: Create | GLE: Generate works of art based on selected themes or anticipated goals (DOK 1-4) | AL: Technology, Literacy)
Provided an interactive slideshow and demo, SWBAT independently perform the process and create a collagraph that represents the environment they chose by integrating 10 shapes and 3 textures from their research, as well as creating layers and paying attention to texture and detail (Blooms: Creating | Standards: Create | GLE: Restructure and apply the technical skills and processes required to achieve desired results in producing works of art | AL: numeracy)
Provided several questions and a gallery walk, SWBAT reflect on their final prints and art making process, by analyzing how they got to where they did, why, and if they were successful in representing their environment. (Blooms: Evaluating | Standard: Reflect | GLE: Interpret subjects, themes, and symbols as they relate to meaning in works of art | AL: literacy)
Learning about Art of the Natural Environment and the Collagraph
Environment (def): “the surroundings . . . in which a person, animal, or plant lives . . . The natural world, as a whole or in a particular geographical area.”
1. Artists have been depicting the natural world for centuries. We discussed why as a class, and reached the conclusion that they were recording what they saw of the natural world in order to appreciate and learn from it. We can do the same!
We then looked at several examples of historical and contemporary works that depicted the natural world.
Environment (def): “the surroundings . . . in which a person, animal, or plant lives . . . The natural world, as a whole or in a particular geographical area.”
1. Artists have been depicting the natural world for centuries. We discussed why as a class, and reached the conclusion that they were recording what they saw of the natural world in order to appreciate and learn from it. We can do the same!
We then looked at several examples of historical and contemporary works that depicted the natural world.
2. Introducing Collagraph Printmaking. We looked at an image of a collagraph and a drawing, and compared them on our own, with a partner, and finally as a class.
3. Understanding the Collagraph Process
Researching Our Environment and Creating a Collagraph
1. Students participated in a guided research activity. In this way, Science/Geography was intentionally integrated into the art-making process.
- What are 3 facts about your environment?
- What is 1 threat that exists towards your environment? OR How does your environment benefit life around it?
2. We then made 2 sketches of the environment we chose and built a collagraph plate based off of those sketches.
3. Let's start printing!! Students printed in black the first day. Then they were progressively given more options with color and different tools to experiment with.
Reflection
1. The class participated in a gallery walk. They were asked to stop at a set of prints that intrigued them. We then discussed as a class why and how those prints interest you.
2. Each student learned how to properly sign and title a print. Then they chose one and framed it.
3. Students had the option of choosing between a few different reflection questions. Then wrote a response on the back of their artwork.
1. The class participated in a gallery walk. They were asked to stop at a set of prints that intrigued them. We then discussed as a class why and how those prints interest you.
2. Each student learned how to properly sign and title a print. Then they chose one and framed it.
3. Students had the option of choosing between a few different reflection questions. Then wrote a response on the back of their artwork.