Different Forms of Life

Big Idea: Life

Grade Level: 2
 Lesson Overview

Students will create an animal (real or imaginary) that represents their life.
This will showcase the students ability to explore and use the elements and
principles of art. They will also understand the meaningful connections
between art and life.
 Group Discussion

What animal do you most identify with and why?

 Essential Questions

Where does life exist?

What different forms of life are there?
How do artists use art to communicate and express their lives?
What is life?
How can personal life influence your interpretations of art?
 Lesson Objectives and Align Assignments
Content area 2 Literacy: TSW be be able to
demonstrate comprehension about the Big
Idea, life, and the importance of
meaning-making in art.
Content area 1 Visual Art: The students will
be able to create a work of art that
represents their lives by using nature,
different art mediums, and techniques.
Content area 3 Science: The students will be
able to explore different living objects in
nature and develop a working definition of
what it means to be alive.
Formative Assessment strategy (of assigned reading):
At the beginning of class, students will be required to
take out their notes and highlight or circle the most
essential part of the reading. They will be required to
answer a question as a group and then report back to the
class. Answers must include the Big Idea and 21st
century approach.
Summative Assessment strategy (of studio investigation):
Students will be required to make connections and call
upon their previous life experiences to make a
meaningful work of art and maintain a discussion with
peers. The students will be continuously assessed
throughout the lesson. During studio time, teachers will
walk around asking students questions about their
artistic process as well as the reason why they chose a
specific animal. Students will use their art skills and
knowledge to design and create their animal;
additionally, they will also reflect back on how their
experiences give their animal a sense of life. At the end
of class, students will also fill out a written reflection.
 Vocabulary

Life: Active existence of plants and animals.

Nature: Physical universe and its forces.
Biology: The study/science of plants and animals.
Transformation: Change the form or condition of something.
Experiences: Things one has done or lived through.
 Deborah Butterfield

In the 1970s I made horses out of real mud and sticks. They were, in part,
meant to reflect how much a horse is part of his environment. I combined
the figure and the ground.
Deborah Butterfield
 Tim Pugh
The ideas are conceived from a vast range of influences related to the
natural world as well as a more general interest in history and geology;
these ideas may be abstracted from patterns found in fossils, tree bark and
sand/snow textures as well as being inspired by aspects of archaeology and
geography.

As the physical existence of the sculptures is often short lived due to fragile
and delicate construction techniques and exposure to the elements,
enlarged medium format and digital colour photographs are necessary as
visual documentation in conveying the results of my efforts.
 Michelle Reader
The choice of materials can also be a key part of the story of a piece. In 2008, I
created a portrait of a family made from a month's worth of their own household
waste. The materials not only highlight a need to address the amount of waste each of
us produces, but also tells the story of each individual through the things they
discarda childs drawings, a shopping list, a birthday card. I try wherever possible to
use materials that are reclaimed, things with a history that have been discarded and
might otherwise end up in landfill. My sculptures draw attention to environmental
issues in an aesthetic, humorous and non-confrontational way.
Yong Ho Ji
 Materials
Leaves

Pebbles

Black/Brown Paper

Glue

Hot Glue

Googly Eyes
 Studio Investigation
1. Think about the animal that you most identify with and would like to
recreate.
2. Spend five to ten minutes looking around campus for leaves, pebbles, or any
other forms of nature that could be used as a material to showcase your
animal.
3. Position your materials on the paper to resemble your animal.
4. Hot glue your leaves down to the paper.
5. Add paint, pebbles, berries, foil, or any other material that will help
represent your animal.
6. If you have extra time, create another animal or a scenic background.
7. Clean up when finished, and view each other's work.