EDCP 409-952 Environmental Art - Home | UBC...
Transcript of EDCP 409-952 Environmental Art - Home | UBC...
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EDCP 409-952
Environmental Art Cindy, Jolaine, Tanja
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“We learn by doing.”(John Dewey)
“All senses are needed in the learning process.”(Viktor Lowenfeld)
“Learning occurs properly in an active and stimulating environment.”
(Jerome Bruner)
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The term “Environmental Art” is used as an umbrella term and in a variety of different contexts, including: ● Art describing the natural world● Celebrating personal engagement with the natural world● Land Art/Earth Art ● Ecological Art:
○ Educating people about the natural world ○ Intervening/restoring the natural world
What is Environmental Art?
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Land Art/Earth Art
● Began in the late 1960s and early 1970s● Artistic process against the perceived artificiality and commercialization
of art at the end of the 1960s in America ● Art form created in nature using natural materials ● Soil, rock, logs, branches, leaves, water ● Concrete, metal, asphalt, mineral pigments ● Sculptures are part of the landscape● Often earth-moving equipment is used ● Often left to change or erode under natural conditions (ephemeral) ● Site specific sculpture
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Ecological Art
● Art practice that embraces an ethic or social justice in both its content and form/materials
● Artists, scientists, philosophers, activists● Focused on systems and interrelationships within our environment:
○ Geographic, political, biological, cultural ● Creates awareness, stimulates dialogue, changes human behaviour
towards other species, encourages long term respect for the natural systems we coexist with
● Socially engaged, activist, community-based restorative or interventionist art
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Place-based Education
● Sometimes called a pedagogy of place, community-based education, or experiential education
● Promotes learning that is rooted in what is local (history, environment, culture, economy, and art)
● Students often lose their “sense of place” through focusing too exclusively on global issues (not to say that this isn’t important) but students should first have a grounding in the history, culture, and ecology of their surrounding environment
● Hands-on, project-based, and always related to real world experiences ● Built around sustainable community development and mindful living
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What is acceptable?
Ethical Concerns
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Collaborative Outdoor Living Space
Lesson Plan
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Rationale
● To raise students’ awareness of environmental issues such as sustainability and human impact on the environment
● To introduce students to a range of artists who create inspirational environmental masterpieces
● For students to create a collaborative outdoor living space sculptures using only natural materials that will ultimately be returned to their natural state, leaving no trace of the artwork’s existence
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Learning Objectives
● Students will create a living space sculpture using natural materials● Students will become familiar with artists who create environmental art
and the messages they are trying to convey● Students will learn and use vocabulary, image development and design
strategies, stylistic elements, and the principles of art and design ● Students will use critical thinking and problem solving to create their
living space outdoor sculptures● Students will explore the relationships between art, audience, and
location
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Prescribed Learning Outcomes ● Analyze ethical factors affecting the production of 2D and 3D images● Analyze how particular elements and principles are used to create meaning and effect in 2D
and 3D images● Evaluate roles that visual arts have in reflecting, sustaining, and challenging beliefs and
traditions● Develop knowledge and use of visual elements and principles of art and design as they
apply to sculpture● Develop knowledge and use of processes and techniques for sculpture● Demonstrate considerations for venue, audience, and purpose unique to sculpture● Provide documentation of development process (e.g., portfolio of process drawings to
accompany a finished work, using sketchbook to plan design process)● Analyze sculpture artworks from a variety of contexts and artists● Develop vocabulary related to sculpture
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Lesson
1. What is “environmental art”? (brainstorm and write on the board)2. Introduce environmental art and artists:
a. Discuss elements and principles of art and designb. Discuss current environmental concerns and how they could relate
to their projectc. Discuss ethics of working with natured. Interaction/audience
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Activity
1. Discuss project requirements: Create collaborative outdoor artwork a. Materials must be found, natural elements only
i. No plucking from live plants! b. Use at least 3 different natural elementsc. May use natural rope/string d. Include at least 1 design element (repetition, pattern, space, scale, harmony)
2. Possible extension of working time 3. Clean up of working area, put materials away 4. Documentation of work required (photographs)5. Gallery walk: Discussion of peer artwork using learned vocabulary6. Closing: Recap what the students learned
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Adaptations, Modifications, Extensions
Adaptations & Modifications:● Natural materials may be brought into the classroom ● Model academic language, checking for student understanding ● Providing visuals to give examples ● Vocabulary list
Extensions:● Creating an ad to “sell” the living space sculpture ● Write an artist statement to talk about the piece ● Document the process of decay (film/photography)
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Collaborative Outdoor Living Space
Our Example