Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Forms 2D 3D 4D
Frames Cultural Subjective Structural Postmodern
Conceptual
Artwork Artist Audience World
Framework
LEARNING OBJECTIVES
As a result of this lesson, students will be able to:
1. Students will be able to interpret meaning in artworks through writing and discussion using vocabulary.
2. Students will collaboratively plan and create an installation
3. Students will document their process through video
4. Students will present their plans for approval by administration
5. Students will analyze art from different perspectives
6. Students will write a statement about their artwork
TEACHER MATERIALS
Images of artists works Video Camera Found Objects
Google Maps Writing utensils Materials students use
Visual Process Journals Nature to respond to their
Video editing software environment (Choice)
STUDENT MATERIALS
Images of artists works Video Camera Found Objects
Google Maps Writing utensils Materials students use
Visual Process Journals Nature to respond to their
Video editing software environment (Choice)
ARTISTS IN CONTEXT
Key Artists Andrew Rogers
Robert Smithson
Christo & Jeanne Claude
Walter De Maria
Judy Chicago
Olafur Eliasson
Key Artworks Andrew Rogers, Rhythms of Life Land Art Project, 1998-2015
Christo & Jeanne Claude, Running Fence, 1972-76
Robert Smithson, Spiral Jetty, 1970
Olafur Eliasson, The Weather Project (2003)
EE = Early Elementary grades K-3 • LE = Late Elementary grades 4-6 • MS = Middle School grades 6-9
EHS = Early High School grades 10-11 • LHS = Late High School grade 12
Level 3: ART 309 & Student Teaching
EE = Early Elementary grades K-3 • LE = Late Elementary grades 4-6 • MS = Middle School grades 6-9
EHS = Early High School grades 10-11 • LHS = Late High School grade 12
Level 3: ART 309 & Student Teaching
Students will write observational notes while watching a film (Rhythms of Life
Land Art) on recent earth art, writing their interpretations, descriptions, etc. And
afterwards share how they believe this may have impacted those involved lives.
Students will be broken into groups to collaboratively plan installations for their
campus, they will use their visual process journals to create sketches and written
plans.
Students will create a final sketch of their intended project with a statement of
intent to be presented to the school administration for approval. (Will submit
again if not approved).
During their planning, creating, and reflection process students will document
their experiences through video.
Students will be periodically stopped to ask about the perspectives they are
considering as they create their artwork.
Students will plan and collect materials to create their artworks.
Students will create their installations on the school campus.
Students will individually write artist statements about their installations.
Students will collaboratively rework their individual statements into a
collaborative statement to be presented with their artwork and discussed in their
video.
Students will take a tour of each others installations after they have finished each
installation.
Students will edit and present their videos to the class.
IF NECESSARY students will disassemble their installations with no trace left
after they are up the allotted time.
Closure Instruction Methods
Students will discuss how their fellow schoolmates may have been impacted by Questions and discussion
their installations
Students will consider how they may make an installation in their community that
reflects the community as a whole
OBJECTIVE-DRIVEN ASSESSMENTS
1. Describe the specific tools and methods you will use as formative and summative assessment of students’ mastery of the
2. Students will write statements of intent utilizing vocabulary from the texts.
3. Students will write individual statements of meaning utilizing vocabulary from the texts, then adapt these to create a
collaborative statement.
4. Students will create an installation incorporating methods of earth art and utilizing their campus surroundings.
5. Students will document their process through a documentary video.
INTERDISCIPLINARY CONNECTIONS
English
History
Science
EE = Early Elementary grades K-3 • LE = Late Elementary grades 4-6 • MS = Middle School grades 6-9
EHS = Early High School grades 10-11 • LHS = Late High School grade 12
Level 3: ART 309 & Student Teaching
RESOURCES
* Developed and written by Annie Otto, Art Education, Illinois State University, 2018 *
EE = Early Elementary grades K-3 • LE = Late Elementary grades 4-6 • MS = Middle School grades 6-9
EHS = Early High School grades 10-11 • LHS = Late High School grade 12