Alli Flores

Subject: Art
Grade Level: Elementary- 3rd Grade
Estimated Time: 5-6 weeks
UNIT TITLE: THE NATURE OF ART

Enduring Idea or Theme: Nature in Art

National Core Art Standards or State Standards:

VA.3.C.1.2 Reflect on and interpret works of art, using observation skills, prior knowledge, and
experience.
VA.3.C.2.1 Assess personal artworks for completeness and success in meeting intended
objectives.
VA.3.C.2.2 Compare techniques used by peers and established artists as a basis for improving
one's own work.
VA.3.C.2.3 Use constructive criticism to improve artwork.
VA.3.C.3.2 Describe the connections between visual art and other contexts through observation
and art criticism.
VA.3.S.1.1 Manipulate tools and media to enhance communication in personal artworks.
VA.3.S.1.2 Use diverse resources to inspire artistic expression and achieve varied results.
VA.3.S.3.1 Use materials, tools, and processes to achieve an intended result in two- and/or three-
dimensional artworks.
VA.3.S.2.1 Integrate the structural elements of art and organizational principles of design with
sequential procedures and techniques to achieve an artistic goal.
VA.3.S.2.2 Follow procedures, focusing on the art-making process.
VA.3.F.3.1 Create artwork that communicates an awareness of events within the community.
VA.3.F.3.2 Collaborate to complete a task in art.

What broad, overarching understandings are desired of students?

Some artists are inspired by nature.

We can make art from natural or recycled materials.

What are the overarching essential questions that this unit is based on?

How are some artists inspired by nature?

How can we make art from natural or recycled materials?

As a result of this unit, students will be expected to demonstrate an understanding of:

How artists can be inspired by nature.

How different artists use natural or recycled materials in their work.
How certain techniques and media can be used to create nature based artworks.

What essential and unit questions will focus the activities of this unit?

How can we use natural or recycled materials in our artwork?

 How do artists take inspiration from nature?
How can art make us aware of our environment?

Key Vocabulary or Concepts: What vocabulary terms do students need to explicitly learn for
this unit?
Natural
Recycled
Environment
Texture
Printmaking
Dry-brush
Pinch pot

Major Learning Activities:

This unit is comprised of three lessons, during each lesson a contemporary artists will be
introduced followed by a class discussion to examine and explore the essential
questions. Students will create three artworks based on the big idea of nature in art:
collaborative leaf print, natural or recycles texture pinch pot, and a nature inspired dry-brush
painting. Students will participate in class discussions, critiques, and self-reflection.

Educator Resources: These resources are to further inform educators that would teach these
lessons on nature in art.

Anderson, T. & Guyas, A.S. (2012). Earth education, interbeing and deep ecology. Studies in Art
Education 53(3), 223-245.

London, P (1989). No more secondhand art: Awakening the artist within. Boston: Shambala
Publications.

London, P. (2003). Drawing closer to nature: Making art in dialogue with the natural world
Boston: Shambala Publications.
Lesson Title: Nature Inspired Collaborative Print
Grade Level: 4 Grade
th

Estimated Completion Time: 2 45 minute classes

Overview
In this lesson students will explore the work and inspirations of Eve Stockton. Students
will explore the process of creating a printing plate through the use of recycled Styrofoam. The
subject matter of the prints will be inspired by nature and each printing plate will be a different
organic shape. Students will create a collaborative print by working together to print their plate
on a large class paper.

Enduring Ideas/Essential Questions

How are some artists inspired by nature?
How can we make art from natural or recycled materials?

National or State Learning Standards

VA.3.C.1.2 Reflect on and interpret works of art, using observation skills, prior knowledge, and
experience.
VA.3.C.2.1 Assess personal artworks for completeness and success in meeting intended
objectives.
VA.3.C.2.2 Compare techniques used by peers and established artists as a basis for improving
one's own work.
VA.3.S.3.1 Use materials, tools, and processes to achieve an intended result in two- and/or three-
dimensional artworks.
VA.3.S.2.2 Follow procedures, focusing on the art-making process.
VA.3.F.3.1 Create artwork that communicates an awareness of events within the community.
VA.3.F.3.2 Collaborate to complete a task in art.

Lesson Objectives
In this lesson, students will (1) design and create a nature inspired printing plate to use as part of
a collaborative print, (2) work together by inking their plate, printing on a large paper, and
reflecting on the collaborative art experience, (3) reflect on and discuss art making decisions.
Tools and Materials
Recycled Styrofoam (Styrofoam plates)
Pencils
Pens
Scissors
Large roll of paper
Printing ink
Printing brayers
Plexiglas plates
Tape

Introduction
The teacher will introduce the artist Eve Stockton and her work that is inspired by nature and
science. A quick introduction to the printmaking process will be given along with a discussion of
what is collaborative art? Also pose the following questions: Why are some artists inspired by
nature? How can art inspired by nature be something positive? How can collaborative art be a
good thing?

Procedure
1. Students will participate in class discussion of big ideas/essential questions and
interesting leaf/plants from nature.
2. Class will go on a nature walk and sketch 6 different plants/leaves (Sketch worksheet
PDF is attached)
3. Students will decide on their leaf composition to be drawn on 4x6 drawing paper.
4. The drawing paper will be taped onto the Styrofoam and traced onto the foam with a pen.
5. The paper will be taken off and the leaf composition will be re-traced directly onto the
foam two more times.
6. Teacher will give instructions on inking the printing plates, transferring the image onto
the large paper, washing and drying the printing plates to change ink colors, and clean up
procedures.
Printing set-up:
7. Students can print up to 6 times on the large paper with ink colors of their choosing and
then clean up their materials and space.

Distribution and Clean-Up

Before the first meeting time there should be a nature walk sketch sheet, clipboard,
pencil, and eraser for each student.
After the nature walk sketches are completed the table captain will distribute a 4x6
piece of drawing paper to each person at their table.
Table captains will later distribute a foam sheet to each person at their table along with
two pieces of tape per person to attach the drawing paper to the foam.
In preparation for the next class printing materials will be set out ahead of time. One table
will have multiple inking stations: Plexiglas taped down and brayers. On another table
there will be a large sheet of paper that is taped to the table at the corners.
 Students will print and the teacher will distribute additional printing ink as needed at the
inking station.
After students have finished printing they are responsible for rinsing their foam, drying it,
and placing it on the drying rack. Table captains will help to wipe the inking table and
wash the brayers and Plexiglas.

Closure
The class will walk around the collaborative print looking to see the artistic choice that
their classmates made such as placement, color choices, and overlapping. Students will also
reflect on printing plate composition choices and overall look of the collaborative print.

Assessment
The teacher will initiate a class discussion with the following prompts:
How do you feel about making a collaborative piece of artwork?
How can art inspired by nature be something positive?
What would you have liked to do differently for this project?
Do you feel like this project was inspired by nature? How?
How can nature art effect how we feel about our environment?

Artists or Works of Art Studied

This lesson focuses on the contemporary artist Eve Stockton; her large-scale woodblock
prints are often inspired by nature and science.
Share this short video of Eve Stocktons printing process (also located on her website, videos
page): https://youtu.be/ZnrDQSIvXJ0
Also share Eve Stocktons website to give insight into what inspired her, her background, and to
view her artwork. http://www.evestockton.com/about/

References

Anderson, T. t., & Guyas, A. a. (2012). Earth education, interbeing, and deep ecology. Studies In
Art Education, 53(3), 223-245.

Stockton, E. (2009). Woodland skyscapes & podscapes. Retrieved from

http://www.evestockton.com/portfolio/woodland-skyscapes/
Lesson Title: Natural or Recycled Texture Clay Bowl
Grade Level: 4 Grade
th

Estimated Completion Time: 1 to 2 45 minute classes

Overview
This lesson provides students the opportunity to find natural or recycled objects to use for
texture. Students will use their found objects to add texture to a pinch pot ceramic bowl. The
contemporary artist Jessica Drenk will be introduced and how she used unnatural materials to
create her nature inspired forms. The artist Adrienne Elise Tarver will be introduced and her
work Secrets of Leaves will be viewed and discussed as a class. Students will discuss and
explore the concept of nature-based art effecting environmental views.

Enduring Ideas/Essential Questions

How are some artists inspired by nature?
How can we make art from natural or recycled materials?
How does making art about nature change how you feel about your environment?
How can we use texture in art?

National or State Learning Standards

VA.3.C.1.2 Reflect on and interpret works of art, using observation skills, prior knowledge, and
experience.
VA.3.C.2.1 Assess personal artworks for completeness and success in meeting intended
objectives.
VA.3.C.2.3 Use constructive criticism to improve artwork.
VA.3.C.3.2 Describe the connections between visual art and other contexts through observation
and art criticism.
VA.3.S.3.1 Use materials, tools, and processes to achieve an intended result in two- and/or three-
dimensional artworks.
VA.3.S.2.2 Follow procedures, focusing on the art-making process.
VA.3.F.3.1 Create artwork that communicates an awareness of events within the community.

Lesson Objectives
In this lesson, students will (1) collect natural or recycled objects that have interesting texture to
use as part their pinch pot, (2) plan their texture design (3) create a clay pinch pot that includes
natural texture, (4) show understanding of texture through exit tickets, (5) draw from prior
knowledge of pinch pot construction, (6) reflect on and discuss art making decisions.

Tools and Materials

Low fire white earthenware clay
Natural or recycled objects for texture
Clay mats
Kiln
Clear topcoat glaze
Paintbrushes
Glaze containers
Cloths for clean up
Large tray

Introduction
The teacher will introduce the artist Frans Krajcberg and his work that is inspired by
nature and used to support his environmental activism efforts. A quick introduction to the pinch
pot making process will be given along with a discussion of texture. Also pose the following
questions: Why are some artists inspired by nature? How can art inspired by nature be something
positive? What is texture? What are some examples of texture in nature?

Procedure
1. Students will participate in class discussion of big ideas/essential questions and
interesting natural textures.
2. Class will go on a nature walk and collect texture objects that can be from nature or
found objects.
3. Once back in the classroom students will lay out their found objects to plan how they will
use them.
4. Students will be given a piece of clay to start their pinch pot.

5. After students make their pinch pot they will impress their texture objects into it gently.
6. Pinch pots will dry for 1 - 2 weeks before being bisque fired.
7. Students will apply clear topcoat glaze to their texture pinch pots, which will then be
fired again.

Distribution and Clean-Up

At the beginning of the first class there will be zip lock bags for each student to collect
their texture objects in. Table captains will distribute these before the nature walk. Once the class
returns form collecting texture objects table captains will pass out clay mats to their table. The
teacher will distribute pre-portioned clay. Once students have made their pinch pot and
impressed their texture objects they will bring their pinch pot to the class tray. Each student will
be responsible to getting a cloth to wipe his or her hands and table spot.
During the second class table captains will pass out paintbrushes and one container of
clear glaze per table. Students will paint the glaze onto their pinch pot. Table captains will be
responsible for washing the paintbrushes and glaze container for their table. Each student will
bring their pinch pot to the class tray and get a cloth to wipe their hands and table spot.

Closure
The teacher will hold a class critique once the pinch pots are completed. They will be
displayed in the middle of the classroom on tables and students will spend a few minutes looking
at the finished projects. The teacher will lead a critique and discussion using the following
prompts: What pinch pots do you feel like depict texture well? Which are your favorite and why?
What do you feel like you did best? What do you feel like you could have improved on?

Assessment
By participating in a class critique students will reflect on their work, observe what their
classmates did, and discuss the project as a whole.

Artists or Works of Art Studied

The artist Adrienne Elise Tarver will be introduced and her work Secrets of Leaves will
be viewed and discussed as a class. The below artsy link is to Tarvers solo show in 2017
VICTORI+MO CONTEMPORARY, Brooklyn, Secrets of Leaves
https://www.artsy.net/artist/adrienne-elise-tarver-1
 Contemporary artist Jessica Drenk will be introduced and how she used unnatural
materials to create her nature inspired forms.
https://www.artsy.net/article/artsy-editorial-jessica-drenk-coaxes-natural-forms-out-of-unnatural

References

Adrienne Elise Tarver. (n.d.). Retrieved from https://www.artsy.net/artist/adrienne-elise-tarver-1

Editorial, A. (2015, May 18). Jessica Drenk coaxes natural forms out of unnatural materials.
Retrieved from http://bit.ly/2yn5OfD

Lesson Title: Nature Inspired Dry brush Painting

Grade Level: 4 Grade
th

Estimated Completion Time: 2 45 minute classes

Overview
This lesson provides students the opportunity to find inspiration from natural
objects/forms to incorporate in a dry-brush painting. The contemporary artist Frans Krajcberg
will be introduced and how he uses his artwork as a form of environmental activism. The artist
Heather Hansen will also be introduced and her art making method of kinetic drawing, the class
will discuss her sweeping drawing movements and how we could incorporate bigger movements
into our artwork. Students will discuss and explore the concept of nature-based art effecting
environmental views.

Enduring Ideas/Essential Questions

How are some artists inspired by nature?
How can we make art focused on nature?
How does making art about nature change how you feel about your environment?
How can we use big marks/movements in art?

National or State Learning Standards

VA.3.C.1.2 Reflect on and interpret works of art, using observation skills, prior knowledge, and
experience.
VA.3.C.2.1 Assess personal artworks for completeness and success in meeting intended
objectives.
VA.3.C.2.2 Compare techniques used by peers and established artists as a basis for improving
one's own work.
VA.3.C.2.3 Use constructive criticism to improve artwork.
VA.3.C.3.2 Describe the connections between visual art and other contexts through observation
and art criticism.
VA.3.S.1.2 Use diverse resources to inspire artistic expression and achieve varied results.
VA.3.S.3.1 Use materials, tools, and processes to achieve an intended result in two- and/or three-
dimensional artworks.
VA.3.S.2.1 Integrate the structural elements of art and organizational principles of design with
sequential procedures and techniques to achieve an artistic goal.
VA.3.S.2.2 Follow procedures, focusing on the art-making process.
VA.3.F.3.1 Create artwork that communicates an awareness of events within the community.

Lesson Objectives
In this lesson, students will (1) draw inspiration from natural objects or forms, (2) plan
their composition, (3) create a dry-brush painting based on nature, (4) show understanding of
gestural movement and dry-brush technique, (5) draw from prior knowledge composition, (6)
reflect on and discuss art making decisions.

Tools and Materials

Pencils
Paper for sketching of ideas/planning (9x12)
Large paper for painting
Large paintbrushes attached to sticks with tape
Black tempera paint
Plastic bowls for paint containers
Cloths for clean up
Drying rack

Introduction
The contemporary artist Frans Krajcberg will be introduced and how he uses his artwork
as a form of environmental activism. The teacher will display images of his work and how he
sometimes uses burnt trees from the rainforest as part of his art. The artist Heather Hansen will
also be introduced and her art making method of kinetic drawing, the class will discuss her
sweeping drawing movements and how we could incorporate bigger movements into our
artwork. Students will view the following video: https://youtu.be/HmxDbBNnBrg

Procedure
Day 1
1. Students will participate in class discussion of big ideas/essential questions and using
large motions in their artwork.
2. Students will plan their composition on a 9x12 piece of paper.
3. Students will practice large movements outside with chalk.
Day 2
1. The teacher will have a quick class discussion revisiting the concepts of nature-based art,
large movements in art, and the two contemporary artists that were introduced.
2. Students will have their planning sketch laid next to a large piece of paper that is taped to
the floor at the corners
3. Students will be given a large paintbrush that is attached to a dowel, they will practice the
types of movements or shapes they are planning to make first without any paint on their brush.
4. Each student will share a bowl of black tempera paint with the person next to him or her.
They will start painting their sketched idea on the large paper using big movements and
brushstrokes trying to fill the entire paper from edge to edge.

5. After students have painted their large paper they will put the paintbrushes bristles down
in a bucket of soapy water and then take their paper to the drying rack.
6. Students will use a cloth to wipe their hands and then any paint off the floor.
Distribution and Clean-Up
At the beginning of the first class there will be 9x12 inch sketch papers in each students
spot. Table captains will pencils and erasers once the class is ready to start their planning. Once
the class is ready they will go outside to practice kinetic drawing with chalk. The chalk will be
laid out in groups of four. Students will take turns practicing big drawing movements with their
table groups. Each group will be responsibility for returning the chalk when the class time is up.
During the second class the table captains will be responsible for washing the
paintbrushes and glaze container for their table. Each student will bring their pinch pot to the
class tray and get a cloth to wipe their hands and table spot.

Closure
The teacher will hold a class discussion to re-discuss the essential questions:
How can we make art focused on nature?
How does making art about nature change how you feel about your environment?
How can we use big marks/movements in art?

Assessment
By participating in a class discussion students will reflect on their work, observe what
their classmates did, and discuss the project as a whole. Student will also be asked to submit an
exit ticket, the questions for the exit ticket are: what is dry brush? What do you remember about
the artists we learned about?

Artists or Works of Art Studied

The contemporary artist Frans Krajcberg will be introduced and how he uses his artwork
as a form of environmental activism. Krajcberg is a Polish-born artist that lives in Brazil, he is
known for his environmental activism as he speaks out against the destruction of the Brazilian
forests. He uses materials such as burnt wood from illegal forest fires in his artworks. An artsy
page about him will be shown to students: https://www.artsy.net/artist/frans-krajcberg
The artist Heather Hansen will also be introduced and her art making method of kinetic
drawing, the class will discuss her sweeping drawing movements and how we could incorporate
bigger movements into our artwork. Heather Hansen is a contemporary performance artist and
dancer in New Orleans. She often uses her entire body to create what is called kinesthetic
drawings. A YouTube video of her working will be shown to students during the introduction of
the lesson: https://youtu.be/HmxDbBNnBrg

References

Deepak, S. (2014, March 06). New Orleans artist captivates with charcoal and performance art.
Retrieved from https://youtu.be/HmxDbBNnBrg

Krajcberg, F. (n.d.). Retrieved from https://www.artsy.net/artist/frans-krajcberg