Joel Sonstroem

Art Education

Grade: 9

Unit Level Essential Question:

What is your interpretation of the relationship between people and nature globally and locally?

Lesson 1

Lesson Level Essential Question:

What is your interpretation of the relationship between people and nature after viewing “The Story of Stuff?”

Objectives: Students will be able to create a tonal charcoal drawing that shows their interpretation of the relationship between man and nature after viewing “The Story of Stuff”

Transformative Teaching Context:

Transformative (Ecojustice). The emphasis on thick description and personal interpretation of people and nature makes this lesson transformative.

Learner’s Backgrounds:

To find out how much the students know, and to help them hear ideas and perspectives from each other, I would lead a class discussion on the relationship of people and nature.

Students have seen “The Story of Stuff”

Standards:

1b. conceive and create original works of art that demonstrate a connection between personal expression and the intentional use of art materials, techniques and processes

3b. use subject matter, symbols, ideas and themes that demonstrate knowledge of contexts, and cultural and aesthetic values to communicate intended meaning.

5b. reflect critically on various interpretations to better understand specific works of art

6c. create and solve interdisciplinary problems using multimedia

Classroom Climate:

This kind of lesson in which personal views will be expressed and discussed by the class will require a classroom climate that is welcoming and not intimidating. Even in the best of circumstances, high school is a difficult pace to share personal ideas. I would need to have guided the classroom climate to be one of respect, openness, and critical questioning. I would also have to consider external hegemonic controls, such as eurocentrism in the curriculum, and internal hegemonic controls such as always looking to the teacher for the “right” answer. I would combat these by promoting a classroom climate that brings about self-efficacy and critical questioning through many different lenses.

Motivation:

Did the video change any of your ideas about the relationship of man and nature? Did it go with or against other things you’ve heard about the environment? Do you thing we should take everything in this video as the truth, or should we look at it with a critical eye? What do you think the motives were for the people who created this?

Learning Experience:

1. What are some ways we could represent the relationship of people and nature in a drawing? We could just draw literally, like showing a bulldozer knocking down trees, but we can be more creative than that. Could we use geometric shapes and objects to represent people, and organic shapes and objects to represent nature? So, you’re creating symbolic drawings of you interpretation of the relationship of man and nature.

2. What techniques we’ve used before might help us represent the relationship? Relative size, position, clarity and contrast maybe? For example, if I wanted to say that nature is more important than people, what could I do? Could I make the organic objects larger and put them in the center? Everyone should come up with their own unique ways to share their thoughts, but those 4 techniques will really help you out.

3. Since we know that planning well helps us make better art, everyone should make at least 6 different thumbnails for this piece

4. Monitor creation of thumbnails. Ask “How does the placement of objects get your message across? What does the relative size of the objects tell about your interpretation of the relationship of people and nature?

5. Do you think it would be a good idea to use ideas from multiple thumbnails in your final piece? Why?

6. Remind the students that this piece is about communication. They need to ask themselves before they start “What is my message? How am I going to show it?”

7. Monitor creation of sketches. If a student appears to be struggling, ask “What is the message you want to get across? How could you use symbols to show that? How could you use relative size to show that relationship?”

8. Monitor creation of charcoal drawings. Ask “What are the different symbols in your work? Do you think your message will be clear to the viewer? How will you use image clarity in your work? How will you use value contrasts?”

9. Ask “What are the different symbols in your work? Do you think your message will be clear to the viewer? How will you use image clarity in your work? How will you use value contrasts? How is placement being used? Have you viewed you work from a distance? How does that help when creating art?”

10. Lead a class critique of the artwork using the following method: Explain to students how critique is going to work. First, a random person will be chosen to critique another’s work, then the artist who created that piece will get a chance to explain their own work. This will be done for every piece.

11. Demonstrate a good critique by critiquing Banksy’s “Crude Oil.” Work from description of the elements and how they’re organized up to the interpretation of the piece.

12. Begin critique by choosing a random student and a random piece. If students get stuck or skip a step, prompt them with any of the following questions where appropriate: “What do you see in the piece? How did the artist use size, placement, contrast and clarity? How are the elements organized? What do you think the different objects represent? How did the artist use symbolism? What do you think this piece says about the relationship of people and nature?”

13. Repeat this process, each time choosing a different student and a different piece.

14. When there are 5 minutes left in class tell the students to take down their work

Meeting Diverse Needs of Students:

This lesson is by nature ecologically relevant because of the focus on the relationship of people and nature. I will be culturally responsive by encouraging students to give their own thoughts, which will be rooted in their experiences. Students who excel at this process can make their message more complex; students who struggle can simplify their message. Discussing their interpretations of the relationship between people and nature will address privilege because those who live in wealthier areas will not see as many negative impacts on the environment in their daily lives. These issues may be brought to the forefront by less privileged students. The respect for individuality and the community connections of this lesson will hopefully engage students who resist schooling.

Closure: How did talking about someone else’s work help you see how difficult it can be to interpret art? How did building up from description to analysis to interpretation help you understand the artwork? Did you know that’s the same thing that professional art critics do? If you really enjoy “reading” art, art criticism might be something to look into.

Extension:

Students can read National Geographic magazine for articles that bring up other ideas about the relationship of people and nature not brought up in the video.

Assessment:

The constant questioning throughout this lesson will give the teacher a clear idea of what each student understands, and what the class as a whole understands. The incorporation of the video “The Story of Stuff” will move the students toward thick description because it will provide them with a new viewpoint and new input. I would have the final products be displayed in the school, so I would stress the need for the students to be very clear with their messages. The final projects at the end of this unit would be displayed in the town hall or library. Also, this rubric would be used:

Rubric

Charcoal Symbolic Drawing of the Relationship of People and Nature

0 - Unsatisfactory

1 - Satisfactory

2 - Excellent

Thumbnails

No thumbnails created

6 thumbnails created, but most do not represent nature-human relationship

Most thumbnails show use of symbolism to represent nature-human relationship

Class Discussions

Did not participate in class discussions

Student gave one relevant thought throughout course of lesson

Student gave multiple relevant thoughts about the relationship of man and nature throughout course of lesson

Final Drawing

Drawing barely started

Drawing nearly complete/message not clear

Drawing is complete and message is clear through use of symbolism

Final Critique

Student did not participate in critique

Student gave minimal input, showing little effort

Student actively critiqued their own and other’s work, basing interpretation on the content of the piece

Scale:

6-8 = A

4-5 = B

0-3 = C

Reflections:

This lesson is mainly about using size, position, clarity, and contrast. The students would show skill in applying these to get their message across.

My connection to the students and the creation of an accepting classroom environment would be key in helping the students feel confident in expressing their personal views in this lesson. I believe that this lesson would foster a good working relationship because it defines the objective well, but leaves plenty of room for personal interpretation and the inclusion of community through diverse experiences.

I believe that this lesson is transformative because it asked critical questions about the video and is a stepping stone toward displaying art in the community at large. More research about local environmental issues would have to go on before the students could really educate the community. There is also a strong liberal/progressive element because of the personal interpretation.

Lesson 2

Lesson Level Essential Question: How have female artists interpreted the relationship of people and nature?

Objectives: The students will be able to discuss how female artists have interpreted the relationship of people and nature.

Transformative Teaching Context: Transformative (Feminist). This lesson helps students understand female artists and their work and helps them foster respect for many female artists who explore important issues related to people and nature.

Learner’s Backgrounds:

The students have just finished a lesson on their interpretation of the relationship of people and nature. This lesson will also connect to their knowledge of social issues which they learned about through Art and Social Change: A Critical Reader.

Standards:

3a. use, record and develop ideas for content over time

4a. analyze and interpret art works in terms of form, cultural and historical context, and purpose

4b. analyze common characteristics of visual arts evident across time and among cultural/ethnic groups in order to formulate analyses, evaluations and interpretations of meaning

5b. reflect critically on various interpretations to better understand specific works of art

5c. defend personal interpretations using reasoned argument

Classroom Climate:

Because this lesson addresses two null curriculum in art (Female artists, contemporary artists), the students will have to explore the question in an open, non-judgmental environment. The main hegemonic control we will come up against is sexism. Many boys will feel that it’s stupid to address women artists and exclude men. The girls may be afraid to speak up against the boys because they have been taught to be less confrontational. I would address these hegemonic controls by explaining that since most art history has excluded women, we need to make sure we include them and their work. Are men more talented than women? Then why is art history so full of only men?

Motivation: Display various pieces by Tara Donovan.

What are these pieces of art made out of? Are these objects usually geometric or organic? How have they been used to create organic-shaped sculpture? So she’s used something man-made to create something that looks like it grew naturally. What could the artwork say about the relationship of people and nature? Is this different than how the relationship has been perceived by men, specifically European men? Why do you think that difference still exists today, in modern America? How do you think our world would be different if we put more emphasis on the interconnections between people and nature? (Method: Class Discussion)

Learning Activities:

Students will research three female artists from at least two different continents whose art has something to say about the relationship of people and nature. (Method: Authentic inquiry)
For each artist the students will create a short report that includes images of their work, a short biography, a description of their work, and what it says about the relationship of people and nature (Method: Deconstruct Art, Music, Film)
No two students can use the same artist
Students will then get into small groups and discuss which artist from each member would be best to present to the class based on uniqueness, importance of message, relation to local community issues, etc.
Each student will present the one artist they chose with their group, using the images of the artist’s work and summarizing their own written assignment

Closure: What were the general patterns we saw in the artwork itself? How about the messages the art held? Why do you think those particular ideas about the relationship of people and nature were emphasized? Are those the same ideas we emphasize? Why is there a difference? Do you think we should take these women’s messages into account?

Extended Learning Experience: Students will write a journal entry that answers the question “How valuable to our country are the ideas presented in the artwork we saw today?”

Assessments:

I will informally gain assessments throughout this lesson during the class discussions, small group discussions, and research time as I ask questions and help students along. Formally, I will grade their written reports on thoroughness and how well they related the work to the relationship of people and nature. I will grade their presentation on whether they provided relevant ideas to the class.

Lesson 3

Lesson Essential Question: To what extent has the mainstream media portrayal of the relationship of people and nature contributed to environmental changes? Why would they report in that way?

Objectives: The students will be able to create a piece of artwork that uses color and line show how they believe the media portrayal of the relationship of people and nature has (or hasn’t) contributed to environmental changes.

Standards:

1b. conceive and create original works of art that demonstrate a connection between personal expression and the intentional use of art materials, techniques and processes

2a. judge the effectiveness of different ways of using visual characteristics in conveying ideas

2b. apply comprehension and skill in incorporating the elements of art and principles of design to generate multiple solutions to and effectively solve a variety of visual art problems.

3b. use subject matter, symbols, ideas and themes that demonstrate knowledge of contexts, and cultural and aesthetic values to communicate intended meaning.

5b. reflect critically on various interpretations to better understand specific works of art

5c. defend personal interpretations using reasoned argument

5d. apply critical and aesthetic criteria (e.g., technique, formal and expressive qualities, content) in order to improve their own works of art

6d. apply visual arts skills and understandings to solve problems relevant to a variety of careers

I have found the standards to be limited in a number of ways. They never bring up morality or the use of art to make the world a better place.

Transformative Teaching Context: Transformative (Critical). This lesson is about questioning those in power about the truthfulness of their message.

Learning Experience:

Class discussion. “What is the mainstream media?”
Authentic inquiry. Students research mainstream media for 5 examples of the portrayal of the relationship of people and nature and answer the questions “Was nature referred to as something that should be respected or just used? Was the nature that was talked about inside the US or outside? What did the articles emphasize? What was left out (refer to “The Story of Stuff”)? Why do you think that happens? Do you think that reporting like this affects how we view, and use, nature?”
Class discussion about the findings of the students. “Is the mainstream media entirely truthful about the relationship of people and nature? What is left out? Why? What does that do to our views of nature? How do those views influence our actions?”
Students create a painting that answers the question “How do you think the mainstream media has (or hasn’t) contributed to environmental changes?”
Monitor creation of work, asking “What do you think the effect of the mainstream media is on the environment? How might we use line to show power? What type of line would be good for showing power? How might we use color to show emotion? How can we organize the piece so that the massage is clear? How could we symbolize people using line and color? How could we symbolize nature?

Assessment:

I will informally assess the students through questioning during the class discussions and while they are creating their work. I will formally assess them by making sure they researched the 5 articles (or other types of sources) and by grading their artwork based on how well they communicated their ideas about how the mainstream media affects nature.

The Relationship of People and Nature Calendar

Sunday Monday Tuesday Wednesday Thursday Friday Saturday

Interpretation after “The Story of Stuff”

Female Artist’s Interpretations

Media’s effect on Nature