Pro forma Scheme Plan

Scheme: Environmental, Eco-Art

Design and Create a Painting
dealing with Natural or Man-Made
disasters that have affected
humans and animals in some way.
No. of Lessons:12-14 (1st) and 16 Group:1st and 5th years
(5th ) No. of Pupils: 20 (1st) and 15
Total Time: 3-3 (1st) and 4 people (5th)
weeks (5th)

Aims

To help pupils to:

1) Gain an understanding of critical investigation and analysis by observing natural and man
disasters that have affected humans and/or animals in some way.

2) Experiment with collage in order to come up with a design/composition for a painting.

3) Gain an understanding of contemporary artists/designers/practitioners such as Sarah

Eisenlohr, Moki Mioki and Gavin Lavelle.

4) Develop the skills and techniques required in order to create a painting.

5) Develop a sense of personal identity and self-esteem through practical making in an

expressive and communicative manner.

Overall Learning Outcomes for the Scheme

On completion pupils should be able to:

1) Analyse and critique pieces of text and imagery in order to develop imaginative ideas
for a final design/composition. Students should be able to extract information from
the texts that have been given or from their own research to inform the concept of
their painting.
2) Analyse and take inspiration from the works of contemporary artists such as Sarah
Eisenlohr and Gavin Lavelle in order to create collage and Moki Mioki for his
surrealist style paintings.
3) Experiment with collage;
Make two collages based on natural and man-made disasters and the effects they have
on humans and or animals using materials such as magazine cut outs, acrylic paint,
watercolour, ink, pen
Distort/enlarge/reduce drawings/imagery or merge two images with possible use of
photoshop, to inform a design/composition in preparation for the construction of a
painting.
4) Carry out multiple tests to inform them about colour mixing, creating light and shade
by adding white or black to your colour, adding blues or greys to colours to create
cold colours and adding reds and purples to colours to create warm colours, adding
 water to colours to make washes and using a dry brush to create a chalky effects.
5) Each student will develop their own personal ideas in response to the texts given/their
own research and the work of specific contemporary artists. The student will transfer
these ideas into a final design/composition for a painting. *please note the rule of
thirds technique may need to be used when enlarging a drawing/image and
transferring from paper to board. Speaking to one another through the process of
making the work and the actual completion of the project will improve the students
confidence and self-esteem.

Investigating/Exploring/Creating (include illustrations, especially your own art work):

Subject matter:

Types of Disasters

Disasters can take many different forms, and the duration can range from an hourly disruption to days
or weeks of ongoing destruction. Below is a list of the various types of disasters both natural and
man-made or technological in nature that can impact a community.

Natural Types of Disasters

Agricultural diseases & pests

Damaging Winds Hurricanes and tropical storms
Drought and water shortage Landslides & debris flow
Earthquakes Thunderstorms and lighting
Emergency diseases Tornadoes
(pandemic influenza) Tsunamis
Extreme heat Wildfire
Floods and flash floods Winter and ice storms
Hail Sinkholes

-
Hurricanes and tropical storms are among the most powerful natural disasters because of their size
and destructive potential. Tornadoes are relatively brief but violent, potentially causing winds in
excess of 200 mph. Both earthquakes and tornadoes strike suddenly without warning.

Flooding is the most common of natural hazards, and requires an understanding of the natural
systems of our environment, including floodplains and the frequency of flooding events. Wildfires are
more prevalent in the event of a drought. Disasters impacting food supply can be extremely costly;
American officials say that a food contamination scare similar to the one that hit the Belgian poultry
industry in the 1990s could jeopardize U.S. agricultural exports in excess of $140 billion.
 Man-Made and Technological Types of Disasters

Hazardous materials
Power service disruption Chemical threat and biological
&blackout weapons
Nuclear power Cyber attacks
plant and nuclear blast Explosion
Radiological emergencies Civil unrest

Disasters also can be caused by humans. Hazardous materials emergencies include chemical spills
and groundwater contamination. Workplace fires are more common and can cause significant
property damage and loss of life. Communities are also vulnerable to threats posed by extremist
groups who use violence against both people and property.

High-risk targets include military and civilian government facilities, international airports, large cities
and high-profile landmarks. Cyber-terrorism involves attacks against computers and networks done to
intimidate or coerce a government or its people for political or social objectives.

Example of some of the images I will show on short powerpoint:

The Exxon Valdez Oil Spill
Exploring/Creating:
It will be explained to students that they will be carrying out a project on
Eco/Environmental art through painting. Their painting will be based on Natural or
Man Made Disasters which have affected humans and/or animals in some way.
Students will be handed out 3 short extracts including imagery which include
examples of natural and made disasters. These texts could inspire their design for
painting but students will be encouraged to also carry out their own research.
Students will separated into groups of two depending on their choice of subject
matter. (natural or man-made)
Students will brain storm other examples of disasters. They will start to think about
what ways these disasters could affect humans or animals.
Students will be taken through a power point presentation of 3 selected artists that will
inspire their paintings.
Students will complete a worksheet based on the work of these selected artists. They
will comment on what stood out to them most about the work of the artists, they will
comment on subject, matter, composition, use of texture, brushstrokes, space, colour,
light and shade and attention to detail.
They will begin to make 3 quirky collages (bizarre compositon-hybridisation through
collage) using magazine cutouts combined with drawing/painting. These will be based
on the ideas they have documented from their research. These collages will help to
inform their painting.
Students will then continue on to do tests to inform their painting such as colour
mixing, creating light and dark shades, creating washes, textures etc.
The exploration phase is for both practicing techniques as well as discovering the
possibilities and limitations particular to their subject matter and colour palette.
Students will sand and prime their boards.
Students will start to map out their composition onto board. They may need to use
photoshop in order to scale up or down their images/drawings. If photoshop is not
available or cannot be used, students will use the rule of thirds/grid system to transfer
their ideas from paper to board.
Students will begin by mixing up the colours they wish to use.
Students will start by painting the background moving into the middle ground and
 foreground.
Students will apply sections of colours to particular areas not being too conscious of
detail for the early stages.
Students will create a striking painting which will translate a particular type of mood.
Students will create a painting with high visual impact. Their painting will be of a
realistic or abstract representation of how natural or man-made disasters have affected
humans and/or animals. Students will demonstrate specific painting techniques such
as colour mixing, creating shade/shadow, going from light to dark and particular
brushstrokes and evidence of creating texture.
They will mount their painting as well as their preliminary drawing and present.

Understanding and Evaluating:

Students work will be displayed and they will be prompted to discuss their painting
and drawing in relation to key elements; subject matter, composition, space, texture,
colour. Students will engage in a discussion about the use and application of colour,
and identify the characteristics of acrylic paint including its potential and limitations.
Students will identify elements of the composition such as; proportion, balance and
depth foreground, middleground and background.
How have their preliminary drawings/collages been useful in informing their
paintings? What was the most effective technique used to render the qualities
identified in their subject matter? Did they achieve a sense of space in their
drawings/paintings, how did they do this? Does their painting convey a particular
mood or atmosphere? If yes, describe it, how was it carried across, was it through the
treatment of subject matter, brushstrokes or colour?
An example of a painting I made: Process

Final painting
History and Critical Studies (include illustrations):

SARAH EISENLOHR
In her artist statement Montana based artist Sarah Eisenlohr explains that her collages use places of
existence to create fictional ones in an effort to demonstrate the ways in which humans have
transformed the earth. These scenes often carry undertones of spirituality and faith. I consider the
figures desire for shelter, warmth, and something stronger than themselves as symbols of serenity
that I seek through spirituality, while the use of sublime in my work points to a relationship with the
divine, explained Eisenlohr. Eisenlohr uses the collage as a medium in order to transplant the
influence of humanity on images of idealized untouched landscapes culled from vintage magazines.
Questions:
Discuss the above collages by Sarah Eisenlohrby asking students questions in relation to the
collages for e.g. How does the artist convey space in these collages? Do her collages depict a
particular atmosphere/mood? Ask about juxtaposition and explain.

MOKI MIOKI
Berlin based artist Moki Mioki, reveals the deeper connection between humans and nature as she
incorporates portraits and landscapes with seamless continuity. Mioki stated, The beings
disappearing in my paintings illustrates the state of mind when you cannot distinguish between you
and the other, that feeling of awareness for what surrounds you. Her scenes are inspired by images
of northern landscapes which she describes as isolated Scandinavian and Icelandic terrain, a
subarctic frozen lake continent, untouched caves and moss meadows, and mountains sculpted into
anatomical shapes by wind and water.
Questions:
What stood out to you most while observing the paintings by Moki Mioki? Comment on the
subject matter? Is there a surreal feel about the paintings? How so? Comment on the colour
palette? Are the colours warm/cold?
Gavin Lavelle

The Boneyard
Acrylic and Collage on board

The Whispering Bank

Questions:
Describe the subject matter in both Gavin Lavelles paintings. Is it evident from the pictures of the paintings
which parts have been painted and which parts have been collaged? Do the paintings convey a particular
mood/atmosphere? Do you think there is a reason he has chosen particular elements within the painting and
why? Do you think they could be some sort of symbols?

Keywords/phrases:
Drawing, recording, investigating, analysing, observing, natural, man-made disasters,
subject matter, composition, space, light and shade, colour mixing, brushstrokes, texture,
paint, technique, mood, atmosphere.

Teaching/Learning Strategies:
Guide students through a powerpoint containing visuals of various disasters.
Guide students through a powerpoint presentation teaching them about the work of selected artists.
Ask students questions about the artwork in relation to subject matter, composition, colour palette,
texture, space and attention to detail.
Give students hand out based on natural and man-made disasters. Request students to extract
information that interests them throughout these texts or texts of their choice.
Students will brainstorm ideas on natural or man-made disasters.
Students will complete a worksheet based on the work of the chosen artists.
Demonstrate drawing techniques which could be combined with collage, using mediums such as
pencil, pen, ink etc.. Demonstrate the recording of key details.
Demonstrate how to create mood/atmosphere with possible lenience towards warm/cool colours.
Have a colour wheel and examples of warm and cool colour imagery on the walls so the students can
make reference.
Display students development work and prompt them to discuss their work specifically in relation to
key elements such as composition, mood, texture, colour, discussing ways in which these will be
treated in their final painting.
A physical demonstration will be carried out to teach students about colour mixing, shading light-
dark, using washes, creating texture, using various brushstrokes etc.
Students will conduct numerous experiments before starting their final painting.
A physical demonstration will be shown to students to highlight a number of techniques that can be
used within painting.
A demonstration will be shown to guide students through the translation of their design from paper
to board. Photoshop/ rule of thirds or grid system will be used.
Extend scheme: Students can be encouraged to create further works from the paintings they have
made by focusing in and enlarging a specific area of interest using a viewfinder.

Use of Digital Media:

Use of laptop and overhead projector to show the work of particular artists.
Use of photoshop for photo editing/image enlarging/reducing/distorting
Use of laptop and projector to show youtube video demonstrations for painting
Use of digital camera to record students work for written evaluations and reflective practice.
Differentiation:
The more advanced student who finishes their work first will continue to make a 2nd
painting. They will choose a section of their original painting, enlarge the section and make a
painting in a more detailed manner.
The weaker student would be recommended to choose a simple composition. They would
be recommended to choose a colour palette roughly within the same spectrum of colour to
reduce the time for colour mixing and shading. If they are really pushed for time it will be
recommended that the student use collage as well as painting
Visual Learning
-power point presentation to introduce students to painting
-power point presentation to educate students on contemporary art
-A colour wheel will be used to help students to understand colour mixing

Auditory Learning
-Didactic teaching to inform students about painting and the approach that will be taken to make one.
-Youtube step by step/ instructional aids

Kinaesthetic Learning
-Active teaching-Hands on student demonstrations to examine student knowledge on colour mixing/shading,
creation of washes, use of tools etc.

Literacy:
Oral Literacy
Students will read text/articles and extract key ideas of interest.
Students will work within groups to brainstorm these ideas.
Students will be able to describe what stood out to them about the artists work shown.

Visual Literacy
Students will receive visual aids-colour wheel, examples of colour mixing, shading, layering etc. in
which they will follow.

Digital Literacy
Students will use photoshop to enlarge, reduce or distort imagery.
Students will use a computer to carry out any research necessary throughout the project.

Aural Literacy
Students will complete a work sheet based on how to observe and analyse paintings.

Numeracy:
Rule of thirds/grid system used for transferring drawing from paper to board
Working out perspective of painting
Working out composition-possible use of ruler

Materials/Renounces/Facilitates:

Materials: Pencils, charcoal, oil pastels, colouring pencils, watercolours, acrylic paint, magazines, tracing paper,
paper, paint brushes, easel. Cloth, gesso, thickener, board

Resources: Communicative instructions, handouts (step by steps), demonstrations, worksheets, brainstorming,

devise questions while bringing students through a crit.

Safety Precautions:
Uniform-make sure to wipe wet paint off uniform as it becomes permanent when dry or wear an
apron/overalls if possible.

Timeline/Sequence of Lessons:

Week 1:

1 Double: Inroduction, information-disasters, powerpoint, artists etc., start to gather images-collage

1 Single: Worksheet and demonstration-collage
1 Single: Collage/Transferring collage to painting
Week 2:

1 Double: Transferring/preparing
1 Single: Priming boards Demo and Painting Demo, start painting
1 Single: painting

Week 3:

1 Double: painting
1 Single: painting
1 Single: painting

Week 4:

1 Double: painting
1 Single: painting/group critique
1 Single: Group critique

Assessment Rubric: