LESSON PLAN FORMAT

University of North Texas

Art Education

I. Lesson 1, Grade 12, Unit-Sacred Spaces: (Re)connection, 1.5 hours

II. Lesson Rationale: Young people need to value and connect to the natural world before they can be
convinced to work to preserve it. In this lesson, I want students to begin to reflect on what nature
means to them, and define sacred spaces in the outdoors from their childhood. These spaces are
outdoor places that students connect to when they think of play, growth, change, and reflection, and
can be real or imagined. Students will further examine this subject of nature and sacred spaces as it
relates to art through looking at the artwork and processes of Andy Goldsworthy. In a 2005
Smithsonian Gallery magazine, Goldsworthy is quoted saying, "Nature for me isn't the bit that stops in
the national parks," he says. "It's in a city, in a gallery, in a building. It's everywhere we are."
III. Key Concepts:
Nature
Sacred spaces
Land art
Site-specific sculpture
IV. Essential Question:
How is nature relevant in your life?
What is a sacred space, and what makes it sacred?
V. Lesson Objectives:
The student will be able to articulate what a sacred space is to them by using a writing prompt
and descriptive writing, and describing and sketching an outdoor space (real or imagined) in
their journal.
The student will be able to analyze the work of contemporary environmental artist Andy
Goldsworthy after viewing several works in slide show form, as well as through a video
showing the process and completion of one piece. Through specific questions and class
discussion, students will understand the motivation and process of his work.
VI. Specific Art Content:
Land Art
Site-specific sculpture using nature as the medium
VII. Resources & Materials for Teacher:
Andy Goldsworthy YouTube Videos:
The first is a slideshow of many different pieces in different spaces and seasons:
https://www.youtube.com/watch?v=_opAMkK95gE
This video documents Andy Goldsworthy throughout the process and completion of one piece:
https://www.youtube.com/watch?v=FPDH8yCnlk0
Notecards
Discussion questions
VIII. Resources & Materials for Students:

Journal/sketchbook

IX. Instruction and Its Sequencing:

Introduction/Motivation:
First, I will read this quote by Andy Goldsworthy: Any space, no matter how beautiful, is a dead
space compared to outside. I will ask students what they think the artist meant by this statement and
we will have a discussion.
Guided Practice
Writing Prompt: Think of an outdoor place; either from childhood or now, that you connect to.
This place could be your grandparents backyard where you played pretend as a child, the view
from your childhood bedroom window, or a park you like to go to when you need to think. If
you dont have a place like this, think of a place you may have imagined at one point or
another, perhaps your ideal escape. Write about your space and sketch it in your journal.
Watch the Andy Goldsworthy video along with students.
Pass out notecards, and give students discussion questions about the video.
After watching the slideshow, what was your first impression of Andy Goldsworthys work?
Goldsworthy talks about responding to the day, and to the material, in that moment. He
discusses the constant change and decay of nature and how he uses these changes in his work.
How does this compare to an artist with traditional media in his/her studio?
Independent Practice
Students will describe their space in their journal and make a sketch of it.
Students will demonstrate knowledge through their notecard answers, as well as a guided
discussion analyzing the process and concepts in a video about Andy Goldsworthy.
Closure
I will encourage students to think about what nature means to them, as well as Andy
Goldworthys work in preparation for a field trip and site-specific nature sculpture activity
during the next class period. I will ask students how they feel about doing this type of work.
Nervous? Excited? What questions do they have?
Formative Evaluation
I will listen to and respond to students questions and observations during class, as well as
collect their notecards where they answered the specific discussion questions. Although not
every student will have time to address each question during discussion, I will have their
written answers to check for understanding.
Classroom Management Procedures
I will make sure the class is engaged through every portion of the lesson by walking around the
classroom.
During discussion, I will make note of anyone not participating and ask them to participate.
XI. Interdisciplinary Connections:
XII. References & Resources:
Januszczak, W. (2012, Jan. 27). Andy Goldsworthy: Land art. Retreived from
https://www.youtube.com/watch?v=FPDH8yCnlk0

JoyMystic. (2010, Dec. 29). Andy Goldsworthy naturalist artist.

https://www.youtube.com/watch?v=_opAMkK95gE
https://www.youtube.com/watch?v=FPDH8yCnlk0
XIII. Art TEKS
117.55. Art, Level IV. (b) Introduction.
(1) Four basic strands--perception, creative expression/performance, historical and cultural heritage,
and critical evaluation--provide broad, unifying structures for organizing the knowledge and skills
students are expected to acquire. Students rely on their perceptions of the environment, developed
through increasing visual awareness and sensitivity to surroundings, memory, imagination, and life
experiences, as a source for creating artworks. They express their thoughts and ideas creatively, while
challenging their imagination, fostering reflective thinking, and developing disciplined effort and
problem-solving skills.
(c) Knowledge and skills.
(4) Response/evaluation. The student makes informed judgments about personal artworks and the
artworks of others. The student is expected to: (B) analyze a wide range of artworks to form
conclusions about formal qualities, historical and cultural contexts, intents, and meanings.
XIV. National Art Standards
HS Advanced. VA:Re.7.2.IIIa- Determine the commonalities within a group of artists or visual
images attributed to a particular type of art, timeframe, or culture.`

I. Lesson 2, Grade 12, Unit: Sacred Spaces: (Re)Connection, 3 hrs:

II. Lesson Rationale: This lesson will continue and deepen the concepts from lesson one, and we will
apply them with an outdoor, hands-on art activity. I want students to continue to think about how the
natural world functions in their lives and applies to the experiences in their lives. We will think about
and discuss the metaphors nature can show us that relate to human existence; such as change,
transformation, and death, and then apply these to an art project. We will be going on a field trip to
Clear Creek Natural Heritage center and using nature as our medium for sculptural land art inspired by
the work of Andy Goldsworthy. About the site: Nestled in the lowlands, the Clear Creek preserve is a
wonderful riparian area along the Clear Creek and Elm Fork of the Trinity river. The City of Denton
has worked using eco-friendly practices to restore the land to its natural state, as well as constructing
about 10 miles of interpretive trails detailing the preserves colorful history and fragile ecology. The
preserve is adjacent the 11 mile Greenbelt trail that follows the river from Lake Ray Roberts to Lake
Lewisville.
III. Key Concepts:
Nature
Transformationn
Change
Death
IV. Essential Question:
How can metaphors found in nature be applied to our lives?
How can we use these concepts and/or questions to inform an art piece?
.
V. Lesson Objectives:
The student will analyze nature as metaphor by writing thoughts and reflections in their journal
as they explore a new, natural space outside of the classroom.
The student will demonstrate an understanding of the function of site-specific sculpture and
land art by creating their own artwork out of found natural materials and photographing the
sculpture using thoughtful choices in composition and other elements and principles of design.
VI. Specific Art Content:
Land Art
Andy Goldsworthy
Nature as medium
Art and nature as visual metaphor
Elements and Principles applied in sculpture and photography
VII. Resources & Materials for Teacher:
Art exemplars
Journal exemplar
VIII. Resources & Materials for Students:
Journals, writing implements.

Camera
Appropriate clothing and shoes for hiking

IX. Instruction and Its Sequencing:

Introduction/Motivation:
This lesson will be easily motivating by the virtue of being out of the classroom and in a natural
space with multiple hiking trails. Students will have the freedom to explore in a way that is not typical
in the everyday art class setting.
Guided Practice
Initially, we will explore and hike together. We will talk about things we notice- this will be very
dependent on what is going on with the weather, the time of day, etc. Is the sky clear? Is there any
wildlife activity? Some things I have noticed on previous visits to the site:
Death and decay of plants, and new life of others
Patterns in nature (plant patterns, flowers, moss, tiny insect eggs on sticks, line drawings of termites
on logs)
Animal prints, birds, butterflies, spiders (I once saw a snake).
Interesting shadows
This ties in to Andy Goldsworthys process of responding to the moment and whatever happens to be
going on. I will share my personal journal entry with students that I made on a previous hike and
nature exploration so that they know what is expected of them with their journals. I want to emphasize
to students that we arent just observing, we are thinking about what these things mean to them, how
does this new life, decay, patterns, etc. relate to their life and experiences? I will ask students to notice
things that they may want to use in their sculpture.
Later, I will show them my photographic example of my own site-specific sculpture assembled in the
same outdoor space. I chose to collect gray, dead, thistle-like plants and arrange them inside a very
green patch of moss. I chose this because I was interested in the juxtaposition of new life (the
sprouting green moss) and death (the gray thistle heads) as it relates to nature and life, as well as the
juxtaposition of colors and textures produced.
Independent Practice
Part I: Students will be allowed to venture off in small groups within a set area. Each student
will write a reflective journal entry that is personal to them and their life experiences. This
entry should not just be observations, but what overall reflections do students have when they
are in nature? Does this experience call up any memories? Students will also be encouraged to
sketch interesting things they see during this reflection. Students will be in small groups for
safety, but this will be a very independent, quiet, and reflective time.
Part II: Once finished with journal entries, students will explore, collect, and then assemble a
site-specific sculpture using natural materials.
Part III: Once site-specific sculpture is complete, students will photograph their art, paying
close attention to elements and principles of design.
Closure
Come back together as a group to hike back to beginning location to head back to school.
Formative Evaluation
I will continuously walk around to see how students are progressing and talk to them about their level
of comfort with the subject matter. These discussions will inform me about their level of understanding

what they are supposed to be doing. Student Assessment will be completed on ride back to school from
field trip. Students will fill out a questionnaire with the following questions for me to collect:
1. Did you think of any metaphors found in nature that we didnt discuss?
2. What was the most interesting thing you encountered during your exploration today? What was
interesting about it?
3. Did you feel comfortable using nature as your medium? What difficulties did you have with this
process?
4. How did you feel about leaving your sculpture for someone else to discover? Do you think
doing this applies to the overall meaning of your piece?
Classroom Management Procedures
I will make sure students understand the boundaries of where they are allowed to go, and make
sure they understand that they must stay in their small groups.
I will make sure students know the rules of the location (for example, they can move and
arrange twigs, sticks, leaves, but not pick live wildflowers).
I will continuously walk around the site to check on groups.
X. Summative Assessment and Evaluation:
XI. Interdisciplinary Connections:
This lesson connects to natural/environmental science very strongly. We will be exploring a nature
preserve and making observations of plants and animals throughout the lesson. It would be helpful for
me to have a working knowledge of the common plants and wildlife indigenous to the area to facilitate
discussion and help students build knowledge and interest in the natural world.
XII. References & Resources:
Clear Creek Trail Map (print out for each group to have):
City of Denton. (2015). Clear creek trail map. Retrieved from
http://www.cityofdenton.com/home/showdocument?id=15455.
(Possible addition of resources about native plants and animals specific to the area.)
XIII. Art TEKS
117.55. Art, Level IV. (2) Creative expression/performance. The student expresses ideas through
original artworks, using a variety of media with appropriate skill. The student is expected to:
(A) produce an original body of artwork that integrates information from a variety of sources and
demonstrates sustained, self-directed investigations into specific themes; and (C) create artworks,
singularly and in series, by selecting from a variety of art materials and tools appropriate to course
work in drawing, painting, printmaking, sculpture, ceramics, fiberart, jewelry,
photography/filmmaking, and electronic media-generated art.
XIV. National Art Standards
HS Advanced. VA:Cr2.1.IIIa Experiment, plan, and make multiple works of art and design that explore
a personally meaningful theme, idea, or concept.

I. Lesson 3, Grade 12, Sacred Spaces: (Re)Connection, 1.5hrs:

II. Lesson Rationale: This lesson is designed to reflect on what weve learned, and critique our sitespecific sculpture art/photography. This lesson is an opportunity to think about the connections weve
made to nature through our sacred spaces, nature exploration, and art making in a new way by
analyzing their peers artwork as well as their own.
III. Key Concepts:
Nature
Site-specific sculpture
Art critique
IV. Essential Question:
How does your artwork (and your peers) reflect the things weve learned about metaphors in
nature?
How does the artwork express personal feelings, experiences, or memories?
V. Lesson Objectives:
Student will present their artwork to the class, and recall and describe the processes they used
to create it.
Student will justify in words how their art expresses metaphor and personal reflection, as well
as how theyve utilized elements and principles of design in their photograph.
Student will assess through critique how peers have developed their ideas in their art piece.
VI. Specific Art Content:
Elements and principles of design in photography
Site-specific sculpture
Andy Goldsworthy
VII. Resources & Materials for Teacher:
Criteria for critique: (handout)
VIII. Resources & Materials for Students:
Photo editing software.
Criteria for critique (handout)
IX. Instruction and Its Sequencing:
Introduction/Motivation:
I will announce that its critique day. First, I will allow the students about 20 minutes to do some basic
photo editing to ensure their photos look the way they want them to. I want to be clear that I dont want
the photo to be drastically altered, but will allow for basic adjustments in cropping, exposure, etc.
Guided Practice
I will ensure that students understand the criteria for critique, a explain to students that I expect for
everyone to participate in a meaningful way.
Independent Practice
Students will demonstrate their knowledge through a thoughtful critique of artworks.

Closure
Wrap up critique and close with any more reflections on concepts, processes, and ideas.
Formative Evaluation
I will use a checklist method to make sure students are sticking to the criteria of this specific critique
and that the discussion is staying focused.
Classroom Management Procedures
What will I do to keep students on task and safe?
Make sure discussion stays on topic during critique
X. Summative Assessment and Evaluation:
Criteria
Partial- 1
Sacred Spaces and
Journal entries are
Nature Personal
incomplete, no
Reflection Journal
exploration of thought
process, incomplete or
missing sketches

Group
discussion/critique
participation

Student participated in
class discussion
minimally or not at all.
Student participated in
critique minimally or
not at all.

Final site specific

nature sculpture/ digital
photograph

Student final art piece

not complete,
exploration and thought
processes not evident.

Essential- 2
Entries are included
and show some written
exploration but do not
examine ideas fully.
Includes sketches, but
could be taken further
visually.
Student participated in
group discussion and
class critique
moderately, but could
have participated more.
Student exhibited a
good level of
understanding of
content.
Final piece shows some
exploration, but doesnt
examine ideas fully.
Some problems with
craftsmanship and/or
principals of design.

XI. Interdisciplinary Connections:

Not applicable.
XII. References & Resources:
Development of ideas for critique criteria:
Bartel, M (2002). Successful art class critique. Retreived from
https://www.goshen.edu/art/ed/critiqueform.html
XIII. Art TEKS

Exemplary- 3
Both journal entries
complete and
thoroughly examine
ideas. Illustrates
understand and uses
sketches and visual
images to support
thoughts.
Student participated
thoroughly and
thoughtfully in both the
group discussions and
class critique and
demonstrated a high
level of understanding
of content.
Students final piece is
complete, exploratory
and thoughtfully
created. Uses good
craftsmanship and
understanding of
principals of design.

117.55. Art, Level IV. (4) Response/evaluation. The student makes informed judgments about
personal artworks and the artworks of others. The student is expected to: (B) analyze a wide range of
artworks to form conclusions about formal qualities, historical and cultural contexts, intents, and
meanings.
XIV. National Art Standards
HS Advanced. VA:Re9.1.IIIa. Construct evaluations of a work of art or collection of works based on
differing sets of criteria.

I. Lesson 4, Grade 12, Sacred Spaces: (Re)Connection, 1.5 hrs:

II. Lesson Rationale: Now that students have connected to ideas of sacred spaces and spent time
connecting to nature in lessons 1-3, we will expand these concepts to include preservation of the
environment. We will begin to do this by viewing a video on the subject of water by artist Lucy Orta
(who we will examine more fully in the following lessons) as well as researching current
environmental issues in small groups and presenting findings to class.
III. Key Concepts:
Environmental issues
Overconsumption
Flora/fauna
Energy
Ecosystems
Coexistence
Global warming
Sustainability
IV. Essential Question:
What problems in the environment can you identify that are human created?
What is the most important environmental issue to you.Why?
V. Lesson Objectives:
The student will gain a closer understanding of a specific environmental issue through small
group Internet research and the gathering/ recording of information.
The student will gain a closer understanding of several environmental issues through listening
to presentations of peers research and findings.
VI. Specific Art Content:
VII. Resources & Materials for Teacher:
Lucy Orta Video about water: https://vimeo.com/45071413
projector
VIII. Resources & Materials for Students:
websites for environmental resources (listed in references)
Computer or tablet
Journal and writing implement
IX. Instruction and Its Sequencing:
Introduction/Motivation:
I will begin by recalling our visit to Clear Creek Natural Heritage Center and the artwork that resulted
from that visit in order to get students to continue thinking about the connections they made there.
Next, I will show Lucy Ortas illustrated video, which is part of a plan for her water piece. I will also

explain to students that they will be working in small groups of 2-3 to look into a particular topic,
which they will then make a short presentation on.
Guided Practice
I will assign each group one of the following topics, or have them chose. (This will depend on the
nature of the students and size of the class).
Topics:
Overconsumption
Flora/fauna
Energy
Ecosystems
Co-existence
Global warming
Sustainability
To get the ball rolling, I will show the students the GOOD- Roadmap to Harmony website, which is a
very visually interesting flash interactive website with articles, videos, and research.
Independent Practice
I will give students 30 minutes to research their topic in their small group. Each group must write
down their overall findings and well as three important facts that they didnt know before.
Each group will have a few minutes to present their findings to the class (again, this is depending on
the size of the class).
Closure
Group discussion on the most valuable things weve all learned about environmental problems.
Formative Evaluation
My evaluation for this lesson will be based on the small group activity and presentations. Did the
students find unique non-everyday information? Did everyone in the group participate in the
generation and presentation of information?
Classroom Management Procedures
I will walk around during the group work to make sure everyone is on the right track, participating, and
generating ideas.
XI. Interdisciplinary Connections:
This lesson ties very deeply into environmental science because students will be researching,
presenting on, and learning about various environmental issues.
TEKS: 112.37. Environmental Systems. (b) Introduction. (3) Scientific inquiry. Scientific
inquiry is the planned and deliberate investigation of the natural world. Scientific methods of
investigation can be experimental, descriptive, or comparative. The method chosen should be
appropriate to the question being asked.
XII. References & Resources:
Ecology Center. (2014). Ecology center: Plastics. Retrieved from http://ecologycenter.org/plastics/
North American Center for Environmental Education. Retrieved from http://www.naaee.net/
Orta, Lucy. (2008). Video by Lucy Orta for water launch. Retrieved from https://vimeo.com/45071413
Swaninathan, Nickhil. Roadmap to harmony. Retrieved from
http://awesome.good.is/ecosystem/index.html#/home

XIII. Art TEKS

117.305. Art, Level IV. (c) Knowledge and skills.(1) Foundations: observation and perception. The
student develops and expands visual literacy skills using critical thinking, imagination, and the senses
to observe and explore the world by learning about, understanding, and applying the elements of art,
principles of design, and expressive qualities. The student uses what the student sees, knows, and has
experienced as sources for examining, understanding, and creating original artwork. The student is
expected to: (A) consider concepts and themes for personal artwork that integrate an extensive range
of visual observations, experiences, and imagination;
XIV. National Art Standards

I. Lesson 5, Grade 12, Sacred Spaces: (Re)Connection, 3 hrs (2 class periods):

II. Lesson Rationale: Students will examine contemporary artists Lucy and Jorge Orta, who are
investigating and activating dialogue about contemporary societal issues through their artwork. After
viewing images of and videos about the Ortas designs and final pieces, students will return to their
environmental topic from the previous lesson and begin to brainstorm and make designs for an
installation or part piece that addresses that particular topic. Students should draw not only from their
topic, but also from their connections to nature and the metaphors of nature theyve discovered in the
previous lessons leading up to this one.
III. Key Concepts:
Environment
o Overconsumption
o Flora/fauna
o Energy
o Ecosystems
o Co-existence
o Global warming
o Sustainability
Contemporary art activism
Aesthetics
IV. Essential Question:
How can art be an investigative process?
How can artists use their work and practices to address, encourage dialogue about, and provide
solutions to contemporary issues in society?
V. Lesson Objectives:
Through the examination of the various stages of Lucy and Jorge Ortas work via their website
and books, students will understand the complex process of their work.
Student will demonstrate a sincere examination of an environmental issue through the making
of an illustration or design for a future installation based on their specific topic.
VI. Specific Art Content:
Art activism
Installation
Lucy and Jorge Orta
VII. Resources & Materials for Teacher:
Video:
Website: http://www.studio-orta.com/en
Book: Lucy + Jorge Orta. Food, Water, Life
VIII. Resources & Materials for Students:

Website: http://www.studio-orta.com/en
Book: Lucy + Jorge Orta, Food, Water, Life
journal
illustration materials (students can make some independent choices about their materials)
good paper
watercolors
illustration markers
drawing pens or pencils
rulers
etc.
IX. Instruction and Its Sequencing:
DAY 1:
Introduction/Motivation:
Start with the Film Portrait of Lucy Orta, which is a brief biography of the artist and how her practice
evolved from fashion design to a practice of intervention in societal issues. Have a brief discussion
about video. Next introduce students to the Ortas expansive body of work via the Studio Orta website.
Emphasize the PROCESS of their work. Even the sketches and designs are fully-fleshed out and
beautiful pieces of art on there own, whether the final pieces have been made or not. This initial design
work is the part of the process that we will be doing.
Guided Practice:
Questions/Thoughts:
How can I represent my topic and concern visually in an installation? -At this point, there can still be
some questions of final material; however, make notes in your journal or on your designs themselves
for what your final installation could be made out of.
For now, you will be making a well-crafted, aesthetically pleasing, and fully fleshed out illustration as
a design idea for an installation.
Although you can make preliminary sketches in your journal, you should have a larger piece that can
stand on its own for your portfolio.
Independent Practice
Students will get begin sketching for their designs. They will show me their understanding
through the continual work they will be doing that I will evaluate visually as I walk around the room.
Closure
In closure, I will have students take a step back from their sketches/designs and reflect on them. Are
they connecting to their topic of concern in the way they want to? I will have them write down notes
about the steps they would like to take in the next class period(s).
Formative Evaluation
Walk around the classroom to access progress. Ask students how they are feeling at this point in the
process.
Classroom Management Procedures
Move around the classroom to assess whether students are on task and using materials appropriately
and safely.
DAY 2:
Introduction/Motivation:

Revisit the Studio Orta website and reiterate that the Ortas work is a process. The process begins with
an idea and sketches, which we have begun, which then shapes more fully fleshed out designs, which
we will begin to make today.
Guided Practice
Ask students if they feel comfortable with where they are in their designs so far.
Answer questions and give advice as needed.
Provide help with materials as needed.
Independent Practice
At this point students should be moving from sketches to a final design to be carried out in an
illustration media of choice.
Closure
I will have students take a step back from their designs and reflect on them. Are they connecting to
their topic of concern in the way they want to? I will have them write down notes about the steps they
would like to take in the next class period(s).
Formative Evaluation
Walk around the classroom to access progress. Ask students how they are feeling at this point in the
process
Classroom Management Procedures
Walk around room as assess progress, and give advice to students who need it.
XI. Interdisciplinary Connections:
Students will continue to examine and reflect on their environmental topics which connects to
environmental science.
XII. References & Resources:
Van der Werf, M. (2011, Nov. 14). Short filmportrait [Video file]. Retrieved from
https://www.youtube.com/watch?v=F4j_8ZT3fns.
Studio Orta. Studio Orta. Retreived from http://www.studio-orta.com/en.
Carey, M., & Casbon, B. (eds.). (2011). Food, water, life. New York, NY. Princeton Architectural
Press.
XIII. Art TEKS
117.305. Art, Level IV-(c) Knowledge and skills. (2) Creative expression. The student communicates
ideas through original artworks using a variety of media with appropriate skills. The student expresses
thoughts and ideas creatively while challenging the imagination, fostering reflective thinking, and
developing disciplined effort and progressive problem-solving skills.
XIV. National Art Standards
VA:Cr1.1.IIIa. Visualizeandhypothesizetogenerateplansforideasanddirectionsforcreatingartanddesignthatcan
affectsocialchange.

I. Lesson 6, Grade 12, Sacred Spaces: (Re)Connection, 1.5 hrs:

II. Lesson Rationale: This is the final lesson in the Sacred Spaces: (Re) Connection Unit. I want
students to reflect on the journey theyve taken. By getting outside of the classroom and into nature I
hope students have begun to appreciate the natural world in new and personal ways. Through their
research into environmental issues, students should have a renewed or burgeoning desire to actively
work to preserve the environment. Further, seen how contemporary artists can use their practice to
address societal issues and activate dialogue about them and are completing work on their own design
for an art installation addressing their topic.
III. Key Concepts:
Nature
Environment
Sustainability
IV. Essential Question:
How can art be an investigative process?
How can we as artists use our work and practices to address, encourage dialogue about, and
provide solutions to contemporary issues in society?
V. Lesson Objectives:
Through the examination of the various stages of Lucy and Jorge Ortas work via their website
and books, students will understand the complex process of their work.
Student will demonstrate a sincere examination of an environmental issue through the making
of an illustration or design for a future installation based on their specific topic.
VI. Specific Art Content:
Environment
o Overconsumption
o Flora/fauna
o Energy
o Ecosystems
o Co-existence
o Global warming
o Sustainability
Contemporary art activism
Aesthetics
VII. Resources & Materials for Teacher:
Website: http://www.studio-orta.com/en
Book: Lucy + Jorge Orta. Food, Water, Life
VIII. Resources & Materials for Students:
Website: http://www.studio-orta.com/en

Book: Lucy + Jorge Orta, Food, Water, Life

journal
illustration materials (students can make some independent choices about their materials)
good paper
watercolors
illustration markers
drawing pens or pencils
rulers
etc.

IX. Instruction and Its Sequencing:

Introduction/Motivation:
We will get right back into working on our installation designs today. Students should look
back at their journal notes they wrote about the next steps they will take.
Guided Practice
Guided practice today will be on an individual basis. I will walk around the class to see how each
student is doing and give feedback and answer any questions they might have.
Independent Practice
Students will be working independently creating their design project.
Closure
For the last 10 minutes of class, I will allow students to walk around the room to look at their peers
designs and talk about them.
Formative Evaluation
Continuing to move around the room and assess progress.
X. Summative Assessment and Evaluation:
Partial-1
Environmental Issue
Group Research

Students research
development is
incomplete and/or not
thorough. Student
didnt participate in
presentation of
information to class.

Journal sketches and

notes

Journal notes, plans,

and sketches are
incomplete.

Final Installation
Design

Final design is
incomplete. Concept is
not fully explored or
clear. Poor

Essential-2
Students research
development is
somewhat thorough,
but could be explored
farther. Student
participated in
presentation .

Exemplary-3

Students research is
well thought out and
thorough. Student
participated very well
in presentation and
went beyond the bare
minimum of
exploration of subject.
Journal notes, plans,
Journal notes, plans,
and sketches are
and sketches are
complete but could
complete and explore
have explored topic
their topic and idea in a
further.
well thought out
manner.
Final design complete,
Final design is well
concept is somewhat
thought out, concept
explored and clear but
well explored, and
could be pushed further. project is sophisticated

craftsmanship.

Good craftsmanship.

and shows exemplary

craftsmanship.

XI. Interdisciplinary Connections:

Students will continue to examine and reflect on their environmental topics which connects to
environmental science.
XII. References & Resources:
Van der Werf, M. (2011, Nov. 14). Short filmportrait [Video file]. Retrieved from
https://www.youtube.com/watch?v=F4j_8ZT3fns.
Studio Orta. Retreived from http://www.studio-orta.com/en.
Carey, M., & Casbon, B. (eds.). (2011). Food, water, life. New York, NY. Princeton Architectural
Press.
XIII. Art TEKS
117.305. Art, Level IV-(c) Knowledge and skills. (2) Creative expression. The student communicates
ideas through original artworks using a variety of media with appropriate skills. The student expresses
thoughts and ideas creatively while challenging the imagination, fostering reflective thinking, and
developing disciplined effort and progressive problem-solving skills.
XIV. National Art Standards
VA:Cr1.1.IIIa. Visualizeandhypothesizetogenerateplansforideasanddirectionsforcreatingartanddesignthatcan
affectsocialchange.