Embed Size (px)
Citation preview
ED 10( 686.
TITLEINSTITUTIONSPONS AGENCY
PUB DATENOTE
PRICEDESCRIPTORS
DOCUMENt RESUME.
$8` SE 018 584'
0
Art K-3, Environmental education. Guide. ,Project I-C-E, Green Bay, Wis.Bureau of Elementabr and Secondary Education(DHEW/OE), Washington, D.C.; Wisconsin State Dept. of
Public Instruction, Madison.(74362p.-
MP-$0. 75 MC-$3.15 PLUS POSTAGE*Art Education; ConservAtion EdUcation; *Elementary
' Education *Environmental Educaltion; InstructionalMaterials; Interdiscipkinary AActivitieSvNatural Resources; Outdoor Ethic tion;Primary Education; Science Edu ation; *TeachiGuides
IDENTIFIERS, Elementary Secondary Educatio Act Title III; ESEATitles /IT; Instruction Curriculum-Environsint
) . *Project / t E
proach; Learning
o
7
Si
IP
.14,
-- ABSTRACT ,I
This art education Oxide, t use in graaes°K-3, is,
one of a series of, guides, K-12, that were (Uveloped by teachers to
,. help introduce environmental education.inthe total curriculum. The
guides are supplempntary in design, containi g a series, of episodes(minilessons) that are designed to wake stud'A!ntszto sightsoof beauty
and harmony in their'enviroAment. The episoclets are 'built around 12major environmental concepts that form a fr iework for each grade orsubject area, as well as for th entire K-1 program. Although the
isame Concepts are used througho t the K-12 ro4ram, emphasis is
plac4d on different aspects4of ach concept at ifferent grade levels
or in different subject areas. This guide ocuse on aspects such as
design in nature, kites, acid block printin N'Tbmi\12 concepts are ,
covered in one of the episodes contained i the guide. Further,,each_________e-p-isede-io-ffers subject area integration,,, s bject rea activities,
Anterdis plinary activities, cognitive an a_ffec ive behavioralobjectives, and suggested references and r0Source materials useful,toteachers and students.,. (Author/TK) /
. I
a
S
o .
U.S
. DE
PA
RT
ME
NT
OF
HE
ALT
H.
ED
UC
AT
ION
&W
ELF
AR
E' N
AT
ION
AL IN
ST
ITU
TE
OF
ED
UC
AT
ION
TE
S D
OC
UM
EN
T H
AS
BE
EN
,RE
PR
OD
UC
E°. E
icAC
TLY
AS
RE
CE
IVE
D F
RO
MT
HE
PE
RS
ON
CA
I OR
GA
NIZ
AT
ION
OR
IGIN
AT
ING
IT P
OIN
TS
OF
viEW
OR
OP
INIO
NS
ST
AT
ED
DO
-NO
T N
EC
ES
SA
RILY
RE
PR
ES
EN
T O
FF
ICIA
L NA
TIO
NA
L INS
TIT
UT
E O
FE
DU
CA
TIO
N P
OS
ITIO
N O
R P
OLIC
Y
BE
SICO
PIMIL
AB
LE
4
"PE
RM
ISS
ION
TO
RE
PR
OD
L4-4-- TH
IS C
OP
YR
IGH
TE
D M
AT
ER
IAL H
AS
BE
EN
GR
AN
TE
D B
Y
Robert J. Warpinski..
i-C-E
_T
O E
RIC
AN
D O
RG
AN
IZA
TIO
NS O
PER
AT
ING
UN
DE
R A
GR
EE
ME
NT
S W
ITH
TH
E N
AT
ION
AL IN
.S
TIT
UT
E O
E E
DU
CA
TIO
N F
UR
TH
ER
RE
PR
O,4c-
oucNoN
OU
TS
IDE
TH
EE
RIC
SYST
EM
RE
---4-2U.IR
ES
PER
MISSIO
N O
rT
HE
CO
PY
RIG
HT
OW
N
G.
BE
ST C
OPT
AM
AL
IE
PO
PROJECT
I -- E-
(Instruction-Curriculum-Environment)
1927 Main Street
Green B6y, Wisconsin
54301
(414)* 468-7464.
PROJECT STAFF'
Robert Warpinski
Director
- -
Robert Kellner
Terrence Hess - Assistant Directors
George Howlett, Jr. -
E. E. Specialist
Nancy Timm
Lynn Kuehn --Secretaries
ALL RIGHTS RESERVED
These materials "were produced
-pursuant
to a grant under Title III, E,S.E.A.
The Wisconsin Department
of Public Instruction
PrOject No. 59-70-0135-4.
Wisconsin Area "BV Regional Project
Serving AN' .Schools in Cooperative
Educational Service ttecncies'3-8-9
Ludwig Petersen
Kenneth Poppy
Coordinator, G.E..S.A. #3,
Coordinator, C.E.S.A. #8
John F. David
Coordinator, C.E.S.A. #9
Project Administrator------__
r.
FORWARD TO PROJECT I -C -E
ENVIRONMENTAL EDUCATION GUIDES
In 1969, the FirstEnvironmental
Quality Education Act was
proposed
in the United States
Congress.
At
the time of the
introduct.on. of
that legislation, I
stated:
"There is a dire need to
improve°
the understanding byAmericans of
the ominous'deterioration
of the
Nation's environment and the
in-
creasing threat of
irreversible
ecological. catastrophe.
We must
all become stetards for
the pre-
servation of life on our resource-
deficient planet."
In the three years
since the
Enviromtental Education Act was
passed by the Congress,
much has
happened in the United States
to
reinforce the great need
for ef-
fective environmental
education
for the Nation's young
people.
The intensive concern over
ade-
quate energyresource, the
continuing degradation
of our air,
and water, and the-discuss:Lon ove5/
the economic costs
of thewar
against pollution have
all
brought the'.question of
the envi-
ronmental quality of
this nation
to,w.coricern not merely
of 'aeSthe-
tics_but of the survival
of the
human race.
The intense
interest by the
public-ih the quality-of
our lives
asaffected by the environment
clearly indicates that we cannot
just useindustry and
prescrip-
tions to'ndustry and other
sources
ofpollution.
That is
necessary, but not
sufficient."
The race between education and
catastrophe can be won by educa-
tion if we marshall our resources
in a systematic manner and
squarely
confront the long-term approach to
saving our environment through
the
process of
education.
As the incessant conqueror
of
nature, we must_reexamine our
place and role.
Our world is no
longer an endless frontier.
We
constantly are feeling thebacklash
from many of our ill=conceived
efforts to achieve progress.
.Rachel Carson's theme of
ftreverence for
life" is becoming
less mysticNa and, of more
sub-
stance as our eyes are
opened to
much of the havoc we
have wrought
under the guise of progress.
Astrong commitment to anall-
embracing program of
environmental
education will help us to
find
that new working definition
of
progifess that is a pre-requisite
to the
continued-presence of life
on this
planet. ,,
- SenatorGaylord Nelson
ART PREFACE
"A people without a religion of beauty
inhabit a wasteland"
Herbert Read
Since the prehistoric cavepaintingsl\rtists
have relied on. the Earth for a vast
,--
supply of natural-resources-to create
colors, forms, patterns, textures, and ideas.
Earth has also inspired the artist to capture
its beauty and to tap its natural
principles of design in building and rebuilding
cities.
In short, the words "artist"
and "environment" have long since been merged.
,
This booklet of episodes, based- on=twelve
environmentvconcepts, has teaching ideas°
for your use, adaptation, or
inspiration.
It is up to the teachers of- art to wake
up students-to the
sights of. beauty and harmony around them, in thenatural elements
and living organisms that they use and
enjoy, but which they must wisely conserve and
protect.. It is time to offset the
negativism surrounding environmental problems by
developing in students the power to shape
and enjoy beauty - thru the arts.
0c:5?
At the elementary level, themajor emphasis is on kindling aesthetic
awareness.
It
should be the foundation upon which
children develop- visual aesthetic discrimination
for a life time.
To achieve this .goal, please
find herein simple activities and projects with
environmental applications.
BE
ST C
OP
AV
AIL
AW
:4
ACKNOWLEDGEMENT
r
The interest.and dedicated
effort of the following teachersfroMWisconsin Area "B"
Project 1-C-E Environmental
Education K-12 series:
D, C. Aderhold, Benduel
Joan Aliotb,'Denmark'
Mary Anders, Winneconne
,(.
Ebgene Anderson, PeShtigo
James Anderson, Green Bay
`John Anderson; Peshtigo
Peggy. Anderson, Green Bay
Waiter Anderson; Wausaukee
Angela Anthony, Gibraltar
Dr. Harold Baeten,St..Nprbert,
William_Baggs,"Shiocton
Anthony Balistreri,,Hbward-Suamico
.LOwell Baltz; Weyauwega
David. Bartz; Sturgeon Bay
Bonnie Beamer, Coleman
Robert Becker; Fox Valley
William Behring, Lourdes, Oshkosh
David Bell, Neenah
.
MarieBelow,'ClAtonville
Lousene Benter, Gillett
Lillian Berges, Seymour
Laura Berken, Oconto Falls
Peter Biolo, W. DePere
Camelia Blecha, Grep Bay
Merlyn Blonde, Shawano
Barbara Jean Bobrowitz, Green
Bay
William Bohne, Kimberly
Gallen Braun, Lena.
Joan Charnetski, .-Sevastopol
Clifford Christensen, Winneconne
Bob Church, Little' Chute
Lee. Clasen, Luxemi2urg-Casco
Kathryn Coiburn, Algoma
Merle Colburn,,Algoma
Cole,-qiilett
Willard Collins, Crivitz
Ronald Conradt,\Shiocton
a
Ken Couillard,-Horconville
\
DePere
Luth., Appl.
John Cowling, Niagara
o James
Curran, Green Bay
Sara Curtis, Green Bay
Nicholas Dal Santo, Pembine
Judy DeGraVe, W. DePere
Carol DeGroot, Ashwaubenon
Duane DeLorme, Gredn Bay
Ellen DePuydt, Gillett
John DeWan, Green Bay
Robert H." Dickinson; Oconto
R. A. Dirks, Gillett
Roberta Dix, St. Joe's Acad., G.B.
Dennis pobrzenski, White,Lake
DarwiriEastmen, Appleton
Linda Eiting, Appleton
Janet Elinger, Ashwaubenon
Phyllis Ellefson, Wash. Island
Raymond Emerich, Hortonville
Mike-Ercegovac, Winneconne
Gery Farrell, Menasha
Keith Fawcett, W. DePere
Billie Feichtinger, Green Bay
Rev. Bruno Frigo, Abbot Pennings,
DePere
Ann Fuhrmann, Marinette
Raymond 'Gantenbein, Green Bay
Dona Geeding, Menasha
Armin Gerhardt, Appleton
Leroy Gerl, Oconto
Jack Giach.ino, Seymour
Rev. Gordon Gilsdorf, Sao\red Heart,
Oneida
Mike Gleffe, St. Matthews
Green Bay
Lillian Godd#rd, Coleman
Charles Gostas, freedom
Karen,g.runwald, St. James Luth., Shawano
Michael Haasch, Pulaski
Sr. Barbara H'
p. St. Bernard, G.B.
Janelle Hagertyrreetion, G.B..
Robert J. Haglund, Green Bay
has led to"the development of the
Robert Haen, Luxemburg-Casco-
Donald Hale, Winneconne
Lee Hallberg, Appleton'
Raymond Hammond, Hortonville
Russ Hanseter, Seymour
Herbert Hardt,DGibraltcr
Emmajean Hamelin, Sevastopol
Bill Harper, Lena
Beth Hakins, Xavier, Appleton
Mike Hawkins, Xavier; Appleton
Terry Heckel, Marinette
Gary Heil, Denmark
Jerome Hennes, Little Chute
Robert Herz, St. James Luth., Shawano
Wendell Hillskotter, Weyauwega
Nannette Hoppe, Howard-Suamico
Joe Hucek, Pulaski
Catherine Ruppert, DePere4."
Gene Hurrish, Green pay
James Huss, Freedom
John Hussey, Green Bay
Sue Rusting, Green Bay
Barbara Huth, Menasha
Sr. Claudette Jeanquart, St.Le
Darrell Johnson, Hortonville
DeAnna Johnson, Denmark
Kathleen Jonen, Kaukauna
Sr. Lois Jonet, Holy Angels,
Ester Kaatz, Wausaukee
Paul Kane, Ashwaubenon
Ken Kappell, St. Alousius, Ka
Kris Karpinen, W. DePere
Mel Kasen, Gibraltar
Ken Keliher, Appleton
Mary Chriss, Hortonville
Mike Kersten, Suring
George Kreiling, Marinette
Charles,
na.Appleton
ukauna
James Krenek, Coleman
Bernadyne King, Neenah
Everett Klinzing, New Lone=
Douglas Koch, Cath. Cent., Marinette
Frafik Koehn, Resurrection, G.B.
Lynn Koehn, Pulaski
Jack Koivisto, Green Bay
Fred Krueger, Oshkosh
Fritz Krueger, Oshkosh
Jim Krue-ger, Winneconne
._Er 7in Kunesh,. Marinette
Sr. Mary Alyce Lach, Cathedral, G.B.
Thomas LaFountain, Appleton
Steven P. Lapacz, Resurrection, G.B.
-Mae Rose LaPointe, St. John High, L.
Chute
Rosemarie Lauer, Hortonville
Kathleen LeBreck, Oconto
Robert Lee, Neenah
Don Leibc1t, Green Bay
,
Phillip Levicki, Gillett
.
Harold Lindhorst, St. Martin Luth.; Clint.
Edward Linn, Appleton
John-Little, Winneconne
Dennis Lord, Little Wolfp
Ellen Lotz, W. DePere
Jean Lucier, Ashwauben n
Judy Luedtke, St. ROse,Clintonville
Roy Lukes, Gibraltar
-'
Sr. Anna Maar, St. Philips, G. B.
James Miki', Sturgeon Bay
'
'Doris Malcheski, Howard-Suamico
Donald Marsh, Bonduel
Joyce. Mateju, Algoma
Mary Mathis, Denmark
Margaret MdCambridge, White Lake
Judy McGown, Green Bay
Kathleen McMahon, Green Bay
Margaret McMahon, Little Chute
Kick Menard, Little ChUte
Priscilla Mereness, Wrightstown
Robert Meyer, Neenah
!tichardMInten, W. DePere
.David Miskulin. Goodman
Wendell Mitchell, Green Bay
Sharon. Moore, Pulaski
Gloria Morgan, Linsmeier, G.B.
Lyle Nahley, Green Bay
Arnold Neuzil, Shiocton
JimNuthais, Lou'rdes, Oshkosh
Dorothy O'Brien, Wausaukee
Mildred O'Connell, Green Bay
Don Olsen, Shawano
Neil Olsen, Pulaski
Jean Marie O'Malley, Green Bay
Terry.Otto, St. John Luth., Suring
,
Carl P'actliet, Denmark
Ed Patschke, Menasha
Arthur Paulson, Oconto Falls
David Paulus, Neenah
George Pederson; Southern Door
AnnaMay Peter's, Florence
Connie Petersen, St. Martin Luth., Clint
Paul Plantico, Green Bay
Gene Ploetz,, Kaukauna
Virginia Pomusl, White Lake
Willard Poupore, Little Chute
Marie Prochaska, Lena
Christine Prodtor, Wausaukee
Rosemarie Rafath, Clintonville
Mark Reddel, St. Martin Luth., Clint.
Jack Rickaby, Hortonville
William Roberts, Sturgeon Bay
Gordon Rohloff, Oshkosh.
Gladys,Roland, Little Wolf
Ben Roloff, Hoi;;ardtSuamico
Jack Rosenthal, Lourdes,. Oshkosh*
Kathryn Rowe, Appleton
Roger Roznowski, Southern Door
Mary Margaret Sauer, Menasha
Elmer Schabo, Niagara
Edwin Schaefer, Kaukauna
William Schaff, St. Joseph, Appleton
Arthur Schelk,
SuringGreg Schmitt, Cathedral, G.B.
Larry Schneider, DePere
Ron Schreier, -Omro
Allan Schuh, Pulaski
Janet Serrahn, Sevastopol
Carolyn Stoehr, New London
Calvin Siegrist, Howatd-Suamico
Peter Skroch, Oconto Falls
Mary Smith, Green Bay
Lee Smo11,:Little Chute
David Soltesz, Crivitz
Bruce Sonnenberg, Neenah
Beverly Splitgerber, Green Bay
Wayne Splitgerber, Green Bay
Doris Stehr, Mt. Calvary Lufh. , Kimberly
Bill Stillion, Shawano
/-
Ginger Stuvetraa, Oshkosh
Judy Sweedy, Denmark
Richard Switzer, Little Chute
. Sr. DorothyMarie Tappa, Xavier, Appl.
Nancy Tebo, Neenah
Jackie Thiry, Denmark
John Torgerson, Kewaunee
Clarence Trentiage, Freedom
Carol Trimberger, Kewaunee
Jack Twet, Freedom
Tim Van Susteren, Holy=Name, Appleton
Mary Wadzinski, Howard-Suamico
Marion Wagner, Gillett
Ruth Ward, Crivitz
Cathy Warnack, White Lake
Susan Weller, Green Bay
Dallas Werner, Kaukauna
Lila Wertsch, St. Margaret,Mary, Neenah
Ruth Windmuller, Green Bay
Tom Weyers, Cathedral, Green Bay
James Wiza, DePere
Ralph Wohlt, New London
Warren Wolf, Kimberly
Peggy Wolfgram, Pulaski
This guide'contains a series of
episodes (mipi-lesson plans), each:
containing a number of suggested in
and out ofnclasS learning activities.
The episodes are built around 12
Major environmental concepts that form
a framework for each grade or
subject
area, as well as for
the entire K-12
program.
Further, each episode offers
subject area integration, multi-
disciplinary activities, where appli-
cable, both cognitive and affective
behavioral-objectives and suggested
reference and resource materials
useful to the teacher and
students,..
Jc
USING THIS GUIDE
'1.
This I-C=E guide is supplementary
in design--it is not a-comp ete
course of study, nor is its
arrangement sequential.
You can-
,
teach environmentally within the
context of your course of
study
.or.units by integrating the many
ideas and activities
suggested:
2.
The suggested learning activities
are departures
from regular text
or curriculum programs,
while
providing for skill development.
You decide when-any concepts,
objeanes, activities and' re-
sources can conveniently be
included in your unit.
All episodes can be adapted,
modified
or expanded thereby
providing great flexibility for
any teachin& situation.
S.
While each grade level Or subject
area has its own topic or
unit
emphasis; inter-gyade coordination
or sub'ect area
articulation to
avoid up icati on an
overrgp is
highly recommended for any school
or distrfct seeking effective
im-
plementation.
This total K-12,environmental
educa-:
tion series is the product of 235
classroom teachers from Northeastern
Wisconsin.
They created, used, revised
and edited these guides over a period
of four years.
To this first- step in
the,1,000 mile journey of human sur-
vival, we invite you to take the second
step--by using this guide and by
aiding
your own inspirations
along the way.
_7
O
-1)
PROJECT I.
TWELVE
1., The sun is the basic- source
of .,energy on earth.
Trans-
..,--..formation of sun energy to
other energy forms (often
begun by plant photosynthesis)
provides food, fuel and power
for life system's and machines.
All-living organisms interact.
among themselves and their
environment, forming -an in-
trida,,e unit called ,an
ecosystem.
Enviionmental factors are
limiting on the numbers of
organisms, living within their
influenbe.
Thus, each eco-
csystem has a carrying
capacity.'
An adequate supply df clean
life,
water is ,essential to
5.
An adequate supply of clean
air is essential for life.
The diStribution of natural
resources and-the interac*-
tion of physical environ-
mental factors greatly
.
'affect the quality of life.,
Or
MAJOR ENVIRONMENTAL CONCEPTS
".1
7.
Factors such,as facilitating
transportation, economic
conditions, population
growth and increased leisure
time influence changes in
land_use and population
densities.
8.
CUltural, economici social,
.and political factors deter-
mine4flan's values and
attitudes toward his environ-
ment.
9.
Man has the ability to
manage, manipulate and
change his environment.
10: Short-term economic gains
may produce long-term
environmental losses.
11.
Individual acts, duplicated
or compounded, produce sig-
nificant environmental
alterations over time,--
12.
Each person must exercise
stewardship of the earth
for the benefit of mankind.
A-"Concept Rationale" booklet and a slide tape program
"Man
Environment" are available from' the I-C-E RMC to more
fully
concepts..
Needs His
explain these
Concept
24567
.10
TABLE 'OF CONTENTe
.
5'
To lc
Su
ested Grade Level
Pale NO.
Suggested Art Activities for Outside
Experiences
7
References
A.
Sculpture ,
Pri.
39
Drawing
Pri.
11
2,
.,,'
3I
11
Ceramics - Printing-
Pri.
1,
2,
313
Drawing
,
_Puppets
Pri./1,
2,
3,/
15
Crayon Resist
,es--
Pri.
1,
2,
317
Aesthetics ,-
,
Pri.
1,12
19
Drawing - Painting - C6lager
.Pri.
3'
21
Felt and burlapapplique
Pri.
323
Drawing
Pri.
1,
2,
325
Drawing.- Design in Nature
Pri.
1,
2,
32 7;
Air pollution posters
Pri.
2,
329
Kite
Pri.
329
Water Color Wash - Collage
Pri.
I,
2E
331
Air Pollution Bug.- Box
Construction
Pri. ,3
33
Wood (Block
Printing)*
Pri.
11,2,
335
Sculpture
Pri.
21\3
37
Crayon Rubbings (Texture)
Collage,Drawing, Poster,
Pri,
2,
339
Collage - Painting
Pri.
341
Sculpture
Pri.
343
Drawing, Painting,Torn Paper
Mural:
Pri.
1,
2,
345.
Environmental SculPture
Pri.
2,
347
Clay - The Manipulative
Mediur..
Pri.
1,
2,
349
Overall Environment
.e.
Design
Pri.
351
Multi-Media
Pri.
1,
2,
353
\
Iv;
cConcept
11
12
TABLE OF CONTENTS
To ic
Group Design
Drawing and Printing
Su ested Grade Level
Pa a No.
Pri.
1,
2,
355
Pri.
1,
2,
333--
a-.±
.Draw impressions of
4E:
C
SUGGESTED. ART ACTIVITIES FOR OUTSIDEEXPERIENCES/
00
,*7
17.
Detailed biological drawings
8471:04A
1
ices with eyes closed
2;
Field' trips
Drawing
3.
Effect- of ligp.t and shadow
t / /
..
4.
Design elements --.! shapes, line' textures 4
5.
Texture studies.
-6.
Line .& repeat patterns. (studies)
0
7.Architecture & building studies (b4dge)
8.
Landscaping .problems
'
9.- .Tree Stumps - design piece-of
from Particular-stump
10.-'Pergpective stUdies-
o0
k
',camouflage building, (out,:of available
elements)
Time & motion stUdles -(Swingsayg=und
.equipment,' etc.)
-Ccaors-.of.natare
varatiOns_bf color
.in aT-familiar object
a
.braw objects ftom e different point045fView
6W
..
furniture
15.
Photographic studie's
6.
Creative writing & dramatics
Q
Microscopic drawas--
Mathematics architecture
MUsic s; visual expressions -
show -I.
Mobiles - using found objects
WINTER
SEASONAL IDEAS.C
1... Snow ScUlptures
2.
Snowflake patterns
slide, music
4
Black & White (high contrast)
photography
4.
What's Happ4ning Unde,r'the.Snow (winter
tree shapep)
5.
Study ice f.armaions
6;
Contrast of winter dolpis
7.
Tree sculptures" (personifying)
8:
Collage without harming environment
9.
Angels in the snow 6.r other man-made snow
-/ patterns
-
ID.
Leaves turning coloz:, in fall --
Ji
un- natural
colors for trees- (could be *used with a
painting` or color lesson)
s,.
XR
Films
REFERENCES
General
Art° and Perception:
Learning
. to See,
O.
Art in Our World
11 min., color, Jr.
I
16-3/4 mint, color, ,elementary/Jr. - Sr. Hig
- Sr. High
Art Discovered in Nature, 11 Min., color,
primary/elementary
chaogjallarulLpslawjaluissul, 21 mina,eliiieritary/Jr.
Sr. High
.Ideas for Art,
Look at That!,
10 min., color, elementary
10-1/2'
color, primary/elementary
Sources of Art, 11 min., color,
elementary/Jr. - Sr: High
B. F. A..Educational Media, 2211Michigan Avenue, Sana Monica,
May be available fore rental from:
--
University of Wisconsin
Buieau of Audio-Nisual Instruction
1327 'University Avenue
Madison, Wisconsin
53701
Books-- General (to be. used in
conjunction with episodes)
larmet/101
Calif.
04,7/
904
/
A Dictionary of Art Teems
and_Techniques, Mayer Ralph, Thomas Y. Crowel Co., NewYork, 1969.
ThN-Art of Color arid Design, Graves,
Maitland, E., McGraw -Hill Boc
Co., New York.
The° Artist's Handbook of Materials andTechni ues, Mayer, Ralph, 3rd ect., Viking Press, New York.
" v
S. Ralph, Tudor -Pub. Co., New York,
1952
tiThe Environmental School,
Menesini, Mariom., Educational ConsultingService, Orinda, California/ 1970
eriencln Ax In The Elementar
Schools, Horn, George F.-and Smith, Grace
Sands, Davis Puklica-,
Lions, Inca, Worc-
er1,14.a%aacletts
71.
E.sEsE_As_AEAnd craft, tfewman, Thelma R., Newman,
Jay Hartley,
New
man,
Lee Scott, crown Publishes,
Inc., New
.,.
York
1974
-
Emphasis:
Art, Wachowiak, Frank, Ramsey,
Theodore, I4ternational Book Co.,
Scrantons-Pa.,1965.
'kr
Art In De th Wachowiak Frank ,Hod e David
Interna one
Enyironm
ental:c.
CONCEPT NO.
OR
1 - .Energy
Sun energy
(
BEHAVIORAL OBJECTIVES
Cogniiive:
Devise a plan to create an
object which reproduces the
characteristics of the sun.
/Affective:
/Believe i
the sun.
Integrated with:
SU
BJE
CT
Art
TOPIC/UNIT
Sculpture
(Pri. 3)
STUDENT-CENTERED
LEA
RN
ING
AC
TIV
ITIE
S
the importance of
..
1s Used:
Integrating available
materials e.g, boxes in
construction.
Painting (finihed product).
Aviareriess.
Observation.
I n- Class:
I.
Art
A.
Sun
1.M
achineCreate_
a_mini
ma-
chine to.replace
the sun out of a
shoe box and
available materi--
als.
2.
The sculpture
Musts-
theoretically move,
heat, light, etc.
3.
If time is limit-
ed, this may be
-done as a two -di-
mensional
project.
Outside or C
omm
unity:II.' Art
A.
Have student collect
and bring found
materials from home to
create their sun
machines.
Set boxes
aside for
thispurpose.--
g"SU
GG
EST
ED
RE
SOU
RC
ES
CO
NT
INU
ED
OR
AD
DE
D L
EA
RN
ING
AC
TIV
ITIE
S
Publications:
.
"Invent a Machine", M.A. Burke,
Arts and Activities, p. 29,
Dec. '69.
"Paper to Amaze", M. Seehafer,
Instructor, 81:73 Aprii
'72.
"Recreating the Mediocre &
the
Discard", B. Stubbins,
School Arts, 70:11, March '71.
`Creative use of Scrap Materials"
R. G. Lervie, School Arts,
-69:11.Feb: '70.
AudioVisual:
Our Mr. Sun, Bell Telephone.
1
'Com
munity:
/
O
t
10.
4*LCO
/7.°.
1
rcn
:IIiI
-I-
ILI
Occa.
Environmental:
CONCEPT 'NO.
1 - Energy
-
ORIENTATION
Sun Energy
Integrated with:
d
SUBJECT
Art
TOPIC /UNIT
Drawing (Pri. 1 2,3)
,13tHAVIOIVAL OBJECTIVES
STUDENT-CENTERED LEARNING ACTIVITIES
'C
ognitive:Illustrate the effect of
lighton a subject by
tracing
.-
shadows.
Affective:
Become conscious of the effect
of lightion a subject.
In-Class:
Outside or,Community:
Ci)
Skills Used:
Working with large sheets
of paper and charcoal.
Tracing.
Positive and negative
space.
Balancing Composition.
(cont.)
I.
Art
A.
Sun Shadows
,
1.
Go outside and
collect sun sha-
dows by tracing
the shadows of
bike wheels, trees
students, etc. on
large sheets of
newsprint.
2.
After shadows have
been traced, stud-
ents can use the
space divisions
for a design.
Any media-or
mixed media may be
used.
.;
11.
1
SU
GG
ES
TE
D R
ES
OU
RC
ES
CO
NT
INU
ED
OR
AD
DE
D LE
AR
NIN
G A
CT
IVIT
IES
Publications:
"Positive View of Negstive
Space", S. Chanson, il.
Arts & Activities, 64:23-25. N
'68..
"Psychedelic PoSters", M.
Bolger, School Arts,
40,
.
Sept. 171.
.
AudioV
isual:
Discovering Line, BAVI.
Discovering Shape, BAVI.
Com
munity:
e
Skills Used:
(COnt.)
Awareness.
Observation._
12.
Lli
Environmental:
CONCEPT NO.
1 - Energy
alENTATION
Sun Energy
BEHAVIORAL OBJECTIVES
Integrated with:
,.SUBJECT
Art
TOPIC /UNIT
ceramics
- Printing - Puppets
(Pri. 1.--72-3)
-STUDENT-CENTERED lEARNING ACTIVITIES
Cognitive:
Interpret his image of the sun
by completing one of his pro-
jects.
Affective:
Awareness of aesthetic factors
of the Sun.7
Skills Used:
Clay work.
Mosaictechnquel
i.
Printing techniques.
Puppet Construction.
Awareness.
I Obse- vation.
Outside or C
omm
unity.I.
Art
A.
Ceramic relief plaque
child's imaginative
idea of what the sun
looks like.
Bisque
and Glaze Fire.
Mosaic - sun mosaic'
'could be, done with
seeds or Indian corn.
Sun,designs 7_-plagta-
eine modeling clay
used-as a stamp for
_printing with Tempra.
.Sun Puppets.
1.
tse stuffed paper
bag'to construct
I
a talking sun.
2.
Show rays as arms,
etc.
3.
Some students may
want to make
clouds, stars,
moon, etc. to
complete ,the
"show"
4.
Correlate with
music activity.
C.
I.
Art
A.
Field trip to ..bera-ch,
or extremely open
area to--observe the
sky-and its' changes
-----(clouds, sun, etc.)
Students collect and
bring seeds and corn
for mosaic.
2
SU
GG
ES
TE
D R
ES
OU
RC
ES
CO
NT
INU
ED
OR
AD
DE
DLE
AR
NIN
G A
CT
IVIT
IES
14.
Publications:
"Sunbursts andyapier-mache",
D. Delsa Rosa & D. D.
Ebert,
School Arts, p. 6 -7, June '71.
"Mask Making for.Minors", .
B.G. Oettel., School.Arts,
'68:24-25, Nov. '68.
Paper Bag Figures", J. Heath,
Sch ol Arts, p. 48, April
'72.
col gy or the Eggshells go
Bak to the Chicken", T. Sezar
Sc ool Arts
71:22-23, April
(cont.)
Audio-V
isual:Environmental Awareness -
Nature",
I-C-E, RMC. -(Kit 16).
"The Sun Sym5ol in Art"
Bailey Films
6509 De Longpre Ave.
Hollywood, Calif.
90028
BAVI.
Simple Hand Puppets, BAVI.
Com
munity:
Beach facilities
a
"Drawing with mixed media" , M. B.
.71:14-15
'71.
"Mosaics in the
Nov.,rd Grade",Arts &
Sept; '70.
"Mosaics:
Tiles '& Beans",
Instrdctor, 79:93, June '70.,
"It Just happened:
Clay modelin '
69:22-4, March '71.
BOwman, School Arts,
/4"--
Actftrities,
68:25-7;
& ActivitiesI-
MO
M4111111,
OM
ER
.
Lti
EnvironmenW:
CONCEPT NO.
1.
Energy
ORIENTATION
Sun Energy
Integrated with:
SUBJECT
Art
.TOPIC/UNIT
Drawin
(Pri. 12 3)
.111.1111
BEHAVIORAL OBJECTIVES
.Cognitive:
Identify his physical
relation
with the sun by illustrating
the sun's effect on the way
he dresses.'
STUDENTCENTERED LEARNING ACTIVITIES
Affective:
Perceive his physical rela-
tionship with .the sun.
Skills Used:
Drawing:
Pencil,
Charcoal.
Oil pastels.
Crayons.
Markers or felt tips.'
.(cont.)
In-Class:
I.
Art,
A. ---:"\--The Seasons and
I"
Students will
'draw what they
wear and -look. like
in the winter,
fall, spring and
summer (as af-
fected by the sun).
Each drawing could'
be done during
that time ofthe
ye:axor all
four
could be done as
-a composite.
Outside or Community.
I.
Art
A.
Take students outside
and discuss how the sun
feels on them or have
students note this
experience on their
way to
school.-
.15.
a
' SU
GG
ES
TE
D R
ES
OU
RC
ES
CO
NT
INU
ED
OR
AD
DE
D LE
AR
NIN
GA
CT
IVIT
IES
Publications:
"Charcoal Printing", M. S.
Bolger, School Arts, 71:28-9,
June '72.
Audio-Visual:
Skills Used:.
(cont.)
Awareness of self.
Proportion of figure.
Our Mrs, Bell Telephone
Serie
Com
munity:
16.
1011%4101111.
G)
IEnvironm
ental:
CO
NC
EP
T N
O.
2 -Ebosystem
ORIENTATION
Ecosystem,
.BEHAVIORAL
OB
JEC
TIV
ES
Cognitive:
Depict a variety of sizes and
species
life inof fish and underwater
eluding shells, sea -
weed,
rocks or coral and the
water itself.
Affective:
Display his understandingof
the interdependence of
under-
Water life by the objects
he
chooses to depict in
his art-
work.
c
Skills. Used:
-Familiarization with the re-
sist method of painting.
Introduction to combining art
media in a meaningful way
-(constructive).
Ability to draw a variety
(cont.)
1111-Class:
Art
A. 'Crayon resist depict-
,ing sea life.eco-
stems.
1.
A discussion would
precede the
activity, famili-
arizing the young
students with the
variety of under-
water plant and
animal growth and
each one's de-
pendence on the
other. Integrated with:
SU
BJE
CT
Art
TOPIC /UNIT
Crayon. Resist (Pri.
STUDENT-CENTERED LEARNING ACTIVITIES. -
1-2-3)
Outside or C
omm
unity:I.
Art
A.
Visit a local aquar-
ium, tropical fish-
tstore, or the home
of a person having a
tank of fish.
B.
Visit to a ruseum
(such as the CoUnty
Museum in Milwaukee)
to view the dioramas
of sea life..
C.
Bring aquarium to
school and set up in
classroom.
Students
could contribute to
aquarium.
f
At.
17.
SU
GG
ES
TE
D R
ES
OU
RC
ES
CO
NT
INU
ED
OR
AD
DE
D LE
AR
NIN
G A
CT
IVIT
IES
Publications:
Translucent Fish, V. B. Knight,
11. Instr., 78:43, May
169.,
Drawira_for Environmental
Awareness, A. P. Taylor,
School .Arts, 69:12-13,
Mr. I677-------
with
M. B. Bowman,
School Arts, 71:14-15, Nov.
7
Audio-V
isual:
Slides or films of sea
life
Crayon Resist, B, F. A.
Available for rental from
University of Wisconsin BAVI.,
Watercolor Resist and Crayon
Etching. BAVI.
Still Waters, McGraw.
Hill, I-C-E.
(Film 510)0-
One Day at TetonMarsh, Part I &
II, I-C-E. (Film
200).
Community:
Aquaridms
Museums
Pet Stores
Skills Used:.
(cont.)
of shapes to
growth.
Use and care of apaintbrush.
Observation anclawareness of shape,
line, texture &
color.
suggest a variety of plant
and animal
O
18.
Environm
ental:
CO
NC
EPT
\ NO
:
--OR
IEN
TA
TIO
ND
uplicating. Colors.
BE
HA
VIO
RA
L O
BJE
CT
IVE
S
Cognitive:
Learn to ga.ther the necessary
supplies whieh enable him
toproduce a Painting and w
henquestioned he w
ill be able tosay an ecosystem
means
"....."
Aesthetics (Pria12.-21-.
TE
RE
D L
EA
RN
ING
AC
TIV
ITIE
SO
utsidireit;Conuttu
A.
Discussion
media how
if rio1
media are
de, US bie,
by inixing.With' other'
elements
)(1.;-1
junction
rith otherm
edia:..there.birferin.4 .th
young stu-dent, a m
ore practicaland unde2iStandable
Iexplanation O
f what
I
is meant/ by the, term
I
"ecosystem".
II
Exam
ples:1.
Tem
pra is useless as;
a paint without
adding;w
ater to it.W
ater' is useless asa coloring agent
untilithe pint m
ixes with
I
it.I
Tem
pra and water
mixedi
are still uselessw
ithout a surface to{
put it on (paper oran applicator -
-brushrifinger
stickSponge,
etc.-1,
4.Species variation' canbe represented-by
(cont.)
us
0
Affective:
Appreciate the fact that
ecosystem im
plies a mutual
dependertcy of objects on one-another.'''
1A
.V
isit a-paint factetyor hardw
are store to'dee Io hO
usepaint ism
ixM and colors
achieved.
e4.
Skills Used(
Mixing of paint.
Proper: care of(C
leansing, storage- & use
of it while painting).
Blending colors to
achieve-newones..
-(cont.)
1,--
..---
SU
GG
ES
TE
D R
ES
OU
RC
ES
CO
NT
INU
ED
OR
ED
- LEA
RN
ING
AC
TIV
ITIE
S
Publications:D
rawing w
ith Mixed
M. B
. Bow
man', S
71:14-15, th-'".
Color C
ombinations
Media
ch7-)ar Ares
171._z
Mace E
xczting%..
.K. G
. Rite,. A
rts &p.
24-26.; February, 1972.A
Dictionar
of Art T
erins. andT
echniques.
Mayer, R
alph,T
homas Y
. Crow
e-I Co.
New
York, 1969.
Mixed M
edia Collage,
J. Com
insf School Arts,
Audio-V
isual:lt.)
Man C
reates,B
rown C
ounty Library.
Discort,
BA
VI.
Skills Used:
(cont.)
Observation.
Awareness.
In class r0.0.1110N
OM
INIV
OIN
IMIM
MIN
IO
..
svariation: in
ColOr,, thiCkness of
t,
typeof
,applicator,.etc.
--:=
..'.
..,
f.,
J
:5.
Colors .9Ombine_ to Create-
new7i3nS.,-
B,i:
HaVe :students
uee.,primaiy1--c
rors'to create
-1-
secondarycolOrs---pregting:s
lized color wheel.
....1
Exaiapie:
Com
munity:
BE
SICO
M A
VA
ILA
BL
E
Environmental;,
Integrated with:
CONCEPT
SUBJECT
Art
'
TOPIC/UNIT
Drawing.
ORIENTATION
Over-pCipulat:ion.
-
CD
chUi
-Cognitive:
Illustr4e a
crowd
by :spatter
ed
paint and circlinzg_dOts
on paper.
Affective:
Awareness of overpopulation.
Skills. Used:
.:Splash painting.
Draying.
Awarness.
Observation.
Perspective.
Overlapping to create dis-
tance.
in-Class:
I.
Art.
A.
Painting - Collage
,(Pri. 3);
STUDENT-CENTERED LEARNING ACTIVITIES
'Outside or Community:
Splash paint.1.
Splasl3 some paint
orJ a sheet of
paper:-
-
3
-Draw a person's J
head for -ea,chdot
of Vaint.
If
0,
spatters or. dots
are relatively
close togethek*.a
crowd is created...
Use paper to add
for ground to show
what t'ype of crowd
i§ being depicted.
(parade: bailgame,
race tack, circus,
theater, rally).
e
III-A
rtA.
Children could view
a nunter of group
activities on the
payground,, in an
.
2assembly,
ana store,
churcht,at a parade
to visually understand
dynamics of a crowd:
-'
21.
SU
GG
ES
TE
D R
ES
OU
RC
ES
Publications:
Aesthetic Education for What?
He en Diemert art in relation
.to overcrowdedness),
School
\Art, April 172, p. 37.
'his Is My Crowd
W:- S. Lifschi-ez,
ii. ArtsandActivities,
.63:
16-18-168.
When Pairt is Free;
on-Brush
Painting Techniques.
B. Wasserman,
,
ii. Arts and. Activities,
65:
22-3, '69.
Audio-Visual
Solving the Problems of Over-
Population, .The Effects. of
Overpokoulation, The Population
Explosion (poster series).,
Project 17C-E'RMC (19,0 10-t
3 & 4):
What Is a Painting, BAVI.
A World Is Born,
Project I-C-E
C (Film 220)'.-
Paintin
Crowdsio
Peo
RAVI._
----C
omm
unity:
CO
NT
INU
ED
OR
AD
DE
D LE
AR
NIN
GA
CT
IVIT
itS,
0
14%
4
a
22.
ro
ec;
oI
cc
Environm
ental:
CO
NC
EP
T N
O.
3 -- Carrying Capacity
ORIENTATION
Over - population
Integrated with:
SU
BJE
CT
Art
TOPIC/UNIT Felt- and burlapapplique
(Pri.
)
BEHAVIORAL OBJECTIVES
STUDENT-CENTERED
LEA
RN
ING
AC
TIV
ITIE
S4
CognitiveIllustrate over-population
by making felt andburlap
app liques
Affective:
Awareness of over-population.
Skills Used:
Cutting and gluing.
Design..
Architectural awareness.
Observation.
Perspective.
Balancing composition.
Awareness.
Art
A.
"The City and Its
Overcrowding".,
1.
Make a felt and
burlap applique
(using glue) to
create a scene
depicting the pre -
ceding statement.
2.
This could be a.
group or in-
dividual project.
(_21Side
or Community:
I.
Art'
_A.
Observe and discuss
overcrowded conditions
in your city.
B.
Collect and bring in
pictures of large
overdbowded cities
such as New York and
Chicago.
23.
SUG
GE
STE
D R
ESO
UR
CE
SC
ON
TIN
UE
D O
R A
DD
ED
LE
AR
NIN
GA
CT
IVIT
IES
Publications:The Modern City Planning
in
the 19th Century.- Choay,
Francois.
_
The Modern City Planning
in the
20th Century - Collins,
George
R.
`I'he Image of the C
ity- Lunch,
Kevin M.I.T., Cambridge, Mass.
paperback, 1960.
Design
--Bacon, Edmund
N.The Viking Press, Inc., N.Y.
1967.
(cont.)
Audio-V
isual:
-poomsville, Project I-C-E,
(Film
=400) :
Noisy Landscape, Project
I-C-E,
-- Film 11577-
The Best We CansDo,
Project
---17-t=2,rn=0).
A-Place To Pla
Project I-C-E,
Film 540
, Com
munity:
Publications'.
(Cont.)
4MM
ON
IIN M
OI
A
Too.
Many People?
Project I-C-E, (190 Ki).
Aesthetic .Er ucation for What?
He en Diermert, School Arts,
April /72. p. 37.
Environment:
Children Ex lore Their School,
Theiralmalues, C. E. Knapp,
Instructor, p. 62-64, Jan.
62 & Feb. /72.
EESEttaqaM2E2211-HeFerrar,
Instructor, 80:4A, Feb. 171.'
Get'Ac uainted College, B. Riebman,
0
Arts and Activities
69:17, Ap. 171.
24.
Environm
ental:
CO
NC
EP
T N
O.
OR
IEN
TA
TIO
N
3 - Carrying Capacity
Over-population
Integrated with:
SU
BJE
CT
Art
TomvuNrr
JDrawing (Pri. 1-2-3)
0ui
3cCa.
BEHAVIORAL OBJECTIVES
Cognitive:
Draw a crowd of people.
Affective:
Awareness of over-population
Skills U
sed:Drawing (crayon).
Awareness.
Observation.
Balancing composition'.
IXClass:
ST
UbE
NT
-CE
NT
ER
ED
LEA
RN
ING
AC
TIV
ITIE
SO
utside or Com
munity-
I.
Art
A.
Discuss eleMents of-a.
crowd.
-
1.
Vow many. people
make a crowd?
2.
What form does a
crowd usually
take?
a.
a square?
b.
a circle?
c.
a straight
line?
3.
What kind of
people make' up a
crowd?
4.
How do artists
*41
show crowds in
their pictures?
5.
Ciayon.drawing of
a "circus crowd"
or spectator
sport crowd or
parade crowd.
I.
Art
-
A.
Field trip to a spec-
tator activity.
1.
Circus
2.. Parade
3.
Theater
4.
Rally
5.
Race track
6. Ballgame
7.
Boxing match
8.
Swim meet
Study Reproductions of
Artist's crowd scenes.
25.
SU
GG
ES
TE
D R
ES
OU
RC
ES
Publications:
This IsM
y Crow
d,W
. S. Lifschitz,-
il. Arts and A
ctivities,63:
16-18, July168.
CO
NT
INU
ED
OR
AD
DE
D LE
AR
NIN
G A
CT
IVIT
IES
Audio-V
isual:
Desizi.
in Movem
entr.-(film).,
Brow
nC
ounty Public Library
Discovering crtat.z222,
BA
VI.
Why M
an. Creates ?,
(Film)
Brow
n County
Public Library.
,Com
munity:
r.
26.
Lc)
CV
)
0
f%
Environm
ental:
CO
NC
EP
T N
O.
4 - Water
OR
IEN
TA
TIO
NP
ure Water
BE
HA
VIO
RA
L OB
JEC
TIV
ES
Cognitive:
Predict the consequences
of
the depletion of our water
supply.
.Integrated-
with:
SU
BJE
CT
Art
TOPIC/UNIT-Drawing - Design in Nature (Pri.
l-2-3)
STUDENT-CENTERED LEARNING ACTIVITIES _
Affective:
Awareness of our
liMited
water supply.
Skills Used:
Observation.
Drawing or painting.
Illustration of imaginative
ideas.
wareness of lines andshapes
in nature.
Discussion.
.
In-Class:
I.
Art
A.
What would the ocean
bed look like without
water?
,
1.
Students should
draw their ideas.
2.
Would it be crack-
ed?
3.
Would there be
any plants or
animals?
4.
How would these
look?
-T-- O
utsideor C
omm
unity:
5.
Discuss line pat-
terns, repeated
line designs and
shapes between
lines.
6.
Create,a'overall
design usingva
variety of media.
ro
zI.Art
A.
Students could discover
dried river beds.
Apply
this knowledge to
project.
.
B. .Collect pictures
showing
dried river beds and
dried, cracked land
areas.
Use these as
4/ motivational aids.
27.
SU
GG
ES
TE
D R
ES
OU
RC
ES
'CO
NT
INU
ED
OR
AD
DE
D LE
AR
NIN
G A
CT
IVIT
IES
Publications:
"Drawing with Mixed Media,"
G.B.
Bowman, School Arts, 71:14-15,
Nov. /71.
Audio-Visual:
Lie AlongLhar:E2Leaus
color, 11 min:, BAVI.
aaLaEJPEat2ELwSI2E
BAVI.
Seashore life, BAVI.
Seashore,
Water:
A First Film, BAVI.'
Basic Drawing (Line Drawinci),
BAVI.
A.
Community:
28.
LULU
Environm
ental:
CO
NC
EP
T N
O.
5 - Air
OR
Clean A
ir
BE
HA
VIO
RA
L OB
JEC
TIV
ES
Cognitive:
Translate his knowledge into
a visual statement on
pol-
lution.
Affective:
Sensitiveity to air pollution.
Skills U
sed:Cut.
Paste.
Collecting pictures.
Drawing.
Discussion.
(cont.)
r.
Integrated with:
SUBJECT
Art
TOPIC/UNIT
Air pollution posters (Pri.2
f 3)kite (Pri.3)
STUDENT-CENTERED LEARNING ACTIVITIES
In-Class:"
I.
Art
A.
Create a poster to
communicate why we
need clean air, use
all cut or torn let-
ters, substitute maga-
zine pictures for
some letters of words.
B.
Create a group poster
project having each
child design one
three -Root letter of
the clean air slogan.
The letter could de-
pict elements of air
pollution withl,various
media alternate:
'letters may contain
collage or montage
material.
Materials -
sketches, markers,
-cut paper.,
C.
Discuss what type of
air would be suitable
for kite flying.
Make kites that could
actually be flown.
Kite design would de-
pict air pollution,
super heroes or
villains.
Outside or C
omm
unity.I.
Art
A.
Collect magazine pic-
tures and lettering to
be used in clean air
posteri and collages.
B.
If there is an open
field available near
your school, have stu-
dents fly their kits.
29.
SU
GG
ES
TE
D R
ES
OU
RC
ES
Publications:
CO
NT
INU
ED
OR
AD
DE
D LE
AR
NIN
G A
CT
IVIT
IES
"S.I.T.E.
A SuggeSted Answer to
the Pollution in Art Teacher
Development," A.-W. Beck,
ii
School Arts, 71:36-7, Sept. -.'7J
American Iron & Steel Institute,
In Quest of Cleaner Air .&
Water, I-C-E, RMC.
"Two Sticker Kites," D. Richter,
Arts & Activities, p. 18-20,
Apr. '72.
"Psychedelic Posters," M. F.
Bolger, School Arts, p.40, 9- '71.
Brinkley, John, Lettering Today,
Audio:-Visual:
("cont.
SG 1 Smog - The Air Pollution
Game, I-C-E, RMC.
The Alphabet in Art, BAVI.
The Second Pollution,
Project.
I-C-E, (Film 4601.-
Com
munity:
Skills Used:
(cont.)'
Awarness.
Observation.
Lettering.
Poster techniques.
,Kite Constructioh.
Publications:
(cont.)
Reinhold Pub
"Collage and
Art News
Making it in
"Mixed Media
N. 71.
30.
.Co., N. Y. & London,
Color,
Ke/1,1r D. Waldman, bibliography Art
70:44-7, D. '71.
3-D," E. Stein, School :'_rts, 71:10-13, 0
'71.
Collage," J. Comins, Sc':licol Arts., 71:10-11,
OM
NI.
OM
NI
f-
Environm
ental:
CO
NC
EP
T N
O.
OR
IEN
TA
TIO
IV
5 - Air
Clean Air
BE
HA
VIO
RA
L OB
JEC
TIV
ES
Cognitive:
Translate his knowledge into
a visual statement on
poi-
lution:
14.
Affective:
Sensitivity to air pollution.
Skills Meth'
Painting.
Collecting picttires.
Cut.
Paste.
Discussion.
Awareness.
Observation.
Integrated with: .
SU
BJE
CT
Art
4a
TomuNa
Water Color Wash -)C011age
fPx.i. 1, 2, 3)
ST
UD
EN
T-C
EN
TE
RE
D LE
AR
NIN
G A
CT
IVIT
IES
Outside or. C
omm
unity:
I.
Art
1I
Art
--
Discuss what things
the wind blows irom
place to place; litte
leaves, seeds, etc.
I.
Do a water color
wash.
A.0
2.
Collect magazine
pictures of the
things the wind
blows.
Use these
for a collage
over water color
washed paper.
A.
Student could collect
magazine pictures-and
lettering to be used
in clean air pesters
and collages.
B.
Students could also
actually.collect
things that air blows
from place to place.
(These things could
be used in place of
magazine pictures in
a collage).
31.
SU
GG
ES
TE
D R
ES
OU
RC
ES
CO
NT
INU
ED
OR
AD
DE
Di.E
AR
NIN
G A
CT
IVIT
IES
Publications:
Painting, Zaidenberg- A
"mixed Media Collage,
Comins, School Arts,
N '71.
"Collage and Color," D.
Art News, 70:44 -7, D
-Audio-V
isual:
The Second PorliZ-tion,-Project
I -C -E,
AT-..?-=-'-rra
60 .
.-
" J.
71:10-11,
Waldman,
'71.
c
, Com
munity:
5
,.
32.
IM111
Environmental:
CONCEPT NO.
ORIENTATION
5 - Air
C.
Clean Air'
Integrated with:
SUBJECT
Art'
CC
'TOPIC/UNIT Air Pollution
BEHAVIORAL
OB
JEC
TIV
ES
Cognitive:
Recognize the characteristics
of polluted air.
Affective:
Awareness of polluted
SUM Used:
Construction.
Cut.
Paste.
Awareness.
Observation.
In-Class:
Bug - Box Construction
lPri. 3)
STUDENT-CENTERED LEARNING ACTIVITIES
Outside or Community:
I.
Art
A.
Construct an air pol-
lution bug from boxes,
tubes and various, ma-
terials covering it
with art tape or
tempra. .Discuss
what kind-of creature
is destroying our
clean air.
I.
Art
A.
Collect boxes and
.c
tubes of various 'sizes
for pollution bugs.
B.
Students could spend
some time outside
gtudy-
ing bugs.
They should
become aware of the
many parts of a bug,
that they may transfer
this knowledge to the
project and make a
better air pollution
bug.
33.
SU
GG
ES
TE
D.
RE
SO
UR
CE
SC
ON
TIN
UE
D O
R A
DD
ED
LEA
RN
ING
AC
TIV
ITIE
S
Publications:
"Carton Creatures," H.
Weiler,
Arts and Activities, P.
16-18,
Jan. '72.
"Carve a Box!
Exploration Into
Space and Form' L. Olson Arts
and Activities, p. 24-27,
Dec., '71.
"Paper Mache Bowls'Ec Boxes,"
S. Grasezow, School Arts,
71:
26, March,, '72.
,
"Recreating the Mediocre and
the Discard," B. Stubbins,
School Arts, 70:11, March '71.
AudioV
isual:(cont.)
The Second Pollution, Project
I-C-E, (Film 460).
Community:
Publications:
"From the Scrap Box,"
Feb. '71.
r,(cont.)
H. Ferry, Instructor.,
"From Classroom Grocery Store to
Imaginary Zoo," S. B.
Stevens, il. School Arts, 70.:8, Sept. '70. 80144,
Alb
4
34.
_
'E
nvironmental:vra
CONCEPT NO.
6 - Resources
ORIENTATION
Wood (Block
Printing)Re-source Di.stkibutiforf
Integrated with:- -
SUB
JEC
TA
rt.
(Pri.11,2,3)
w0. ar
a_
-
I-us
BEHAVIORAL OBJECTIVES
Cogriitive:-1
create a ,visually stimulating
print cueing scrapwood.
Affective:
Aware of nature designs-in .
our 'everyday
STUDENT-CENTERED LEARNING ACTIVITIES
.
Skills Used:
Basic relibL.
Print techniques.
Balancing design.
,Wareness.
Observation.
o
In-Class:
I.
Art
A. "',Wood scrap printin5.
1.
Following baiic
relief print pro-
cedures - ink
wood scrapt and
begin making
:
prints.
2.
Use combination
of.shapes.
(Strese
shapes
colors
texture, and over-,
lapping of
designs.)
Outside or-Community:
O Art
A.
Collect wood scraps,
plywood, planks,
scraps of
all shapes/
dowels branches,
driftwood, 11.ew, s
used
or weatherbeaten.
B.
Have an Industrial Arts
teacher come in.and
show and, discuss the
beaufy and grains of
different types.of
wood.
35.
v.
SU
GG
ES
TE
D R
ES
OU
RC
ES
Publications:
Woodcut
Barry Sternberg,
Pitman:Publishing Co,
Prints Without Cutting,
School Arts, Dec. 70.
Printmaking, Dona Z. Meilach,
Pitman Publishing Co.
Prints From Linoleum and-Woodcuts
Manly Banister, Sterling
Pub. Co., N. Y.
Just Ink and Print With
Fruit or.
V2 etable, Sunset, 147-152,
(cont.)
Audio-V
isual:
Film strips:.
The Relief Print Parts
1,2,31Visual.Ave. 2
Huntsville., Texas
The Art of Seei.n
(space),
Warren Sc4.1oat- Pro.
IInc.
o
cprapany
CO
NT
INU
ED
. OR
AD
DE
D LE
AR
NIN
G A
CT
IVIT
IES
Publications:
(cont.)
Linoleum
Block
'Prints
Reduction Prints,
Cardboard .Relief Prints,. Atts. and It.ct.,, Nov. 63,
.-Relef_prints
)2s.p.agfound- raaterfals
Red i.ef prints
withW
r-tr...4....aat.,,Nov, 71.
Eatyais- 'street Arts and Act.:
Oct. 70..
z
N..
C.)
ui
Environmental:
CONCEPT NO.
6 -:Res ources
ORIENTATION
Resource
Distribution
BE
HA
VIO
RA
L OB
JEC
TIV
ES
Cognitive:
Construct a sculpture
using
natural materials.
Affective:
Recognize sculptures made
by
nature, e.g. trees,
.snowdrifts
mountains,.etc.
Integrated with:
SUBJECT-
Art
TO
PIC
/UN
IT Sculpture(Pri
.2
3)
STUDENT7CENTERED
LEARNING ACTIVITIES
,
Skills Used:
Gluing.
Stapling.
Wiring.
Awareness.
Observation.
In-Class:
I.
Art
A.
&f"
Outside or Community:
iI.
Art
.
Sculpture
1.
The elements of
nature (wind, snow
rain, etc.) help
to remove bark,
twigs,
branches
off trees.
Water
washes up drift-
.
wood.
A.
An excursion tome
woods to collect
necessary materials.
I.uMberyard.
Sawmill wastes.
37.
O
SUG
GE
STE
D R
ESO
UR
CE
Sa
Publications:"Fantasies Curled From Birch
Bark," 4F.:t_s and
Activities, June '65.
"Children's Sculpture," J. W.
Burgner, School Arts,
71:42-4, 117T717---"
"Beach Stone Sculpture," School
Arts, Feb., '71.
"CreaErEIT.a construction or,
Assemblage," School Arts,
Oct. '71.
"Wood Sculpture in .the Elemen-
tary School I,"
(cont.
)4
Audio-Visual:
Understanding Modern Scu
-and II, Educational
Dimensions Corp.
Perception (Argus Communica-
tions) , "Using Community
Resources," (Film 240),
I-C-E, RMC.
, Com
munity:
CO
NT
INU
ED
OR
AD
DE
D L
EA
RN
ING
AC
TIV
ITIE
S
'Publications:
(cont.)
38.
School Arts, Feb. '72.
"Dried Grass, Nuts, Leaves, Pods.
Ferna and-Teasels," (Nature Projects),
The Instructor, Aug/Sept. '69.
6.
S
N.
-1.
F
OM
NI.
Environmental:
CONCEPT NO.
6.7.- Resources
0
IENTATION
Resource Distribution
Integrated with:
SUBJECT
Art
TopmfuNrrCrayon Rubbings (Texture) Collage,
Drawing, Poster, (Pri. 2, 3)
BEHAVI.
AL OBJECTIVES
STUDENT-CENTERED LEARNING. ACTIVITIES
4
Cognitive:
Compose a pic
re utilizing
the rub texturehe has ob-
tained.
Affective:
NAwareness of textures and
ferenf aspects of nature by
working in direct contact with
them.
f-
In-Class:
Outside or C
omm
units:
Skins Used:
The use of the simple rubbing
technique to duplicate
complex texture.
Pen and Ink.
Collage.
Awareness.
Observation.
I. 'iArt
A.
Texture rubbings
1.
Make a variety of
crayon rubbing
from nature (one
might also include
other interesting
textures).
2.
Using rubbings,
cut out suggested
shapes (e.g. tree
texture, a tree
cross hatch tex-
ture, body of a
fish, rough stip-
ple texture, a
snake, etc.)
3.
Glue these shapes
to a background
piece of paper to
create a picture.
Balance composi-
tion.
B.
Develop a design con-
sisting of siwor
seven related. shapes.
C.
Create textured pat-
terns by using various
combinations of pen
strokes.
(crosshatch-
.ing, stippling,
variations and com-
_
,binations.)
(cont.)
I.
Art
A.
Field trip td woods,
park, beach, Refores-
tration camp to a
collect. texture Rub-
.bings for in Class
collage project.
B.
Collect and bring to
class natural objects
that have interesting
textures.
39.
SUGGESTED RESOURCES
CONTINUED' OR ADDED.LEARNING ACTIVITIES
Publications:
That's a Rub Arts and Act
Janitz
"°.
Audio-V
isual:The Art of Seeing
(Texture) from
Warren Scholoot Pro.
Inc.
Environmental Awareness-Texture,
I-C-E, RMC.
Discovering Texture, BAVI.
Community:
a
-In-Class:, (cont.)
D.
Create a poster using texture rubbings
for letters.
Cut or free hand tear
letters and then glue to
background Loper.
Stress placement and balance.
IZ3
. c
40.
Environm
ental: -
CO
NC
EP
T N
O.
-.-Land Use
OR
IEN
TA
TIO
NTransportation
'Integratedwith:
SU
BJE
CT
Art
TO
PIC
/UN
IT C
ollage- Painting (Pri. 3)
A0w1
0
BE
HA
VIO
RA
L OB
JEC
TIV
ES
Cognitive:
Recognize and
illustrate
characteristics of highway
designs and see
that they are
planned for specific reasons.
Affective:
IL(ea:m to appreciate designs
as art.
Skills Used:
Gluing yarn or string.
Observation.
Positive and Negative space.
Awareness.
Painting.
-ST
UD
EN
TE
NT
ER
ED
LEA
RN
ING
AC
TIV
ITIE
S
1,13ass:
I.
Art
A.B.
Create a simple col
lage by gluing yarn or
string onto paper or
tagboard in design
representative of
highway patterns seen,
on-maps, films, or
outside on field trips,
Create a design using
as motovation the
lakes and river system
of Wisconsin.
1.
Study maps dis-
cussing the var-
iety of sizes and
-shapes of Lakes.
2.
Stress that Lakes
are <connected by
rivers and creeks
that vary in
.
length and width.
3.
Paint Lakes, Riverf
and shapes created
between lakes and
rivers to create
an overall design.
Outside of Community:
I.
Art
A.
Field trip to area
with highway, pre-
ferably one with
turnoff, interchanges
or cloverleaf.
B.
Have class bring in
highway maps and
observe patterns.
C.
Have class bring in
map of waterways
and observe how they
connect and the
patterns they create.
41.
SU
GG
ES
TE
D R
ES
OU
RC
ES
CO
NT
INU
ED
- OR
AD
DE
D LE
AR
NIN
GA
CT
IVIT
IES
Publications:
Designing With String, Seyd,
Mary, Watson - Guptill.
Audio-V
isual:
Highway maps.
Waterway maps.
Discoverin.9 Line,
BAVI.
Discoyes2123 aage,
BAV I
.
Com
munity:
42.
Lli
0CCa_cp
Environm
ental:
CO
NC
EP
T N
O.
OR
IEN
TA
TIO
N
o.
integrated with:
7 -Land Use
SU
BJE
CT
`Art
Land-uSe
BEHAVIORAL OBJECTIVES
Cognitive:
Determine implications of
particular, happening or
situation on his environment
and devises a plan for ad-
justment.
TOPIC/UNITSculpture" (Pri.
3)
STUDENT-CENTERED LEARNING
AC
TIV
ME
ISO
utside or comm
unity:"In-Class:
.Art
A.
d
Affective:
Alert to effects of various
conditions on a neighborhood.
Skills Used:
Construction of various
elements within city.
Observation.
Awareness.
The class can create a
miniature model
neighborhood on a-
tab_c_ top or in a
sandbox using a
variety of media:
Clay animals, toy cqrsi,
boats, box houses,
pipe cleaner fences.
B.
A "what if" pogsibil-
ity is given & the
students are required
to make the necessary
dhanges in their
.
model neighborhood.
Example:
1.
What if a proposed
highway is plan-
nedyto go right
through the
neighborhood?,
2.
What if there was
a sUdden influx
of, people into
-the area.
1.
Art
A.
Field trip to see
what things can be
included in A model
neighborhood.
Perhap
continued-trips to aid
"what if" solution.
B.
Field trip to a con-
struction site
udh
as a new bridge.
f.
43.
SU
GG
ES
TE
D R
ES
OU
RC
ES
40.C
ON
TIN
UE
D O
R A
DD
ED
LEA
RN
ING
AC
TIV
ITIE
S
Publications:
A Study in Environment,"
Leann Nalle SchoolArts
,
April '72, (building mini
landscapes).
Cardboard City, Mixed Media
RR. Guthrie School Arts 68:32-
B, S. '68.
Our Man Made Environment, Bk. 7,
I-C-E, RMC.
AudioVisbal:
O
17122222....21-SIS111:,,BFeA
r-BAVI.
-
A Place To Play, Project I -C -E,.
(Film 540).
The Green City, Project I-C-E,
(Film 440).
Urban S rawl, Project
I-C -E,
Film
) .
The Best- We Can Do, Project I-C-E,
180).
Com
munity:
Environmental:
CONCEPT NO.
ORIENTATION
8 - Values and Attitudes
-I,
Commercials
Integrated with:
z
SUBJECT
Art
TOPIC/UNIT Drawing,
Painting, Torn
Mural:
(Pri. 1, 2
3)Paper
BEHAVIORAL' OBJECTIVE
Cognitive:
Interpret da
relative to an
environme
a. Commercial
into
a tcrn apex
mural.
cc0OM
.
Affective:
Awareness of environmental
commercials.
Skills Used:
Torn paper skills.
Mural composition.
Drawing.
Painting.
Organization.
Observation.
Awareness.
In-Class-:
STUDENT-CENTERED LEARNING ACTIyITI
Outside or C
omm
unity:'
I.
Art
A.
Torn Paper Mural
1:
Students should'
tear out all
portions of
murals.
No scis-
sors or knives
may
be-used.
2.
The subject mat -.
ter of the mural
may be a com-
=
_
the commercials
such as the
"Suzie
Spotless
CoMmercial-that
have an
environmental base
would be possible
subjects for the
3.
All torn parts
may then be
placed on a large
bulletin board or
on the wall fin the
hallway.
Mural
1.
After viewing
"Noisy Landscape"
and/or "Downtowns
for People" dis-
(cont. )
I.
Art
A.
Students should be,
asked to be aware of
environmental com-
mercials and watch
fbr them as' they watch
TV.
B.
Students should bb\
asked to be aware of
the jungle of signs
and billboards
obliteiating everything
around them.
Have them
watch for this as tlicty
walk or drive through
the city.
ti
45.
.
SUGGESTED RESOURCES
Publications:
CONTINUED OR ADDED
LEARNING ACTIVITIES
"Humanizing the School With.
Children's Art", Lewis & Clark
School, St. Louis, V. T.
Mealy, Instr., 79:55, May '70.-
"In The Courtyard WithlAn Art
Student:
Little Boys,-Big /
tBoxes", Es_Deutschl'Arts
Activities, 69:40-1,7Ye767-'71.
"School Mural", N.K. Rockwell,
School Arts, 69:16-17, Feb.170.
in- Class:
(cont. )
46.
discuss creating a mural to show visual Litter that
confronts
us every day.
Use any madia-ot mixed media to create thP
effect.
B.
Mural-
2.
Create a second mural showing how signs andwell-
planned graphics can add to the beauty of the CQM-
munity.
Illustrate the difference between good
and bad graphics and sign control.
.r
"Textured Mural", L. Olson,-
Publications:
,(cont.)
Grade Teacher; 89:82-3, Feb.
'72..(cont.)
"Winter:Sports-Festival:
.M. M. Miner, Inst.- 80 -48,
1
Audio-V
isual:
Torn Paper, B2VI.
Making a Mural, BAVI.
Noisy Landscape, Project I-C
(Film 170) .
Downtowns for
Peqprre-,,,, Proje-ctI-C-E, (FilmA90).
Com
munity:
City Planner.
Sign and/or Billboard Company.
T.V. Station.
Paper tearing actity"
Feb. '71.
t4
Erw
ironmental:
CO
NC
EP
T N
O.
0141EN
TA
TIO
I)1
BE
HA
VIO
RA
L-O
BJE
CT
IVE
S
8 - Values and Attitudes
Land Use
Integrated with:
SU
BJE
CT
Art.
TO
PIC
/UN
ITtnvironmental
Sculpture (Pri. 2-3)
4,
aTUDENT-CENTERED LEARNING ACTIVITIES
Outside' or Community.
>
Cognitive:
Draw conclusions in terms of
the environment.
Affective
Sensitivity to the environ-
ment:
Skills Used:
Basic sculpture techniques.
Observation.
Awareness.
In-Class:
I.
Art
A.. -Go outside and .collecti
materials you find in
your environment such
as woodscraps,.cans,
objects from .a junk
yard, rocks, leaves,
etc.
Bs
Create la sculpture
from them.
(Refer to
Warren. Scholat.
Understandin Scut7
ture
an ;II or if
nRt available re-
sources on back);
Have each piece of
art show one of the
following:
-(Student
choice)
-4
,l.
-How ugly your el-
vironment is,
2..
How beautifu]. your
environment is.
3.
How it makes you
feel.
4.
The joy or, sadness
of it.
5.
How time changes
your environment.
I.Art
A.
The student materials
may be obtained at
the following:
(these are suggestions
only)
1.
Beach
2.
Woods
3.
Junk yard
4.
Junk -from home
5.
Saw mill or. lumber
yard.
6.
Anywhere the stu-
dent may find them.
47.
.-
SU
GG
ES
TE
D R
ES
OU
RC
ES
4-A
Publications:
Creative U
ses of acraR_M
aterials,R
. G', L
ewie, \School A
rts,'
69:11, Feb. '70.C
hildren's Soui:pturer J. W.
Burgner.
Sckool Ar s, 71:4274, O
ct. '71.ti
Audio-V
isual:
'Introductionto Sculpture
jMethods,. B. F. A., BAVI.
Garbage, Project(Film 260).
Junkdump, Project I-C-E,
(Film
310).Recycling, Project I-C-E,
(Film 500).v
Com
munity:
A
ti
CO
NT
INU
ED
OR
AD
DE
D LE
AR
NIN
G. A
CT
IVIT
IES
`r.
48.
A.
eu
ti.4011M.
*NM
Luui
Envitonmental:
CONCEPT. NO.
ORIENTATION
- Management,
How Can__Clay Show.
Can
Manipulate our .Environment'?--
BEHAVIORAL OBJECTIVES
cognitive:
PICJIJNIf Clay-
The
.blhaniPuative:Medium
ING- ACTIN/111ES
OD
EN
T-5,-C
EN
TE
RE
D L
EA
M
Interpret. ho'
iiikman is able to
control the environment throug
the analogy of a piece of clay
Affective:
,
Become sensitive to the need
to control our environment.
Skills Used:
Increasing manual
Dexterity.
Basic clay working techniques.
Observation.
Awareness.
In-Class:
I.
Art
A...
-I
How
do you exil-aia toI
a 5-8-yegr2i-01.4:-:c-h:ild_that m
an_an_
ariEtrm
aflipUiate his
viroximent through
-an art .pxo eat?
The
-ail*ger,u4-1_1%.0ne
of t 1e most
'illedj;tliniS known
:to aft-!;;-_clay.
I_
.ach-:s-tvdent will I
be-_4.fven ablock
of clay (size de-
!
pends
onquantity
1,
available).
'
2.
This block of
clay:
is theirs to form
"whatever they wish
justas our envi-
ronment is ours to
form whatever we
wish.
If 'the
student manipu-
lates-and changes
his-7-clAy-iiith care
nd thought, he
--will come forth
with a rewarding
product, if not
disaster.
The
(Cont.)
..,Outside -or Community:
ArA.
if' the area-is con
ducivd, have the'
dtudents go outdoors
and get yo -Jr own clay.
49.
ti
SU
GG
ES
TE
D -' R
ES
OU
RC
ES
CO
NT
INU
ED
OR
AD
DE
DLE
AR
NIN
G A
CT
IVIT
IES
Publications:
"Clay Id Fund, R. A. Yoder,
School Arts; p. 20-1, Oct. '71.
"It Just Happened, Clay
Modeling".
'Arts & Activities, 69t, 22-41
Audio-Visual:
Creating With Clay, B.F.A.,
Available for rental from BAVI.
A Place To Plat,
Project I-C-Er
(Film 5 0
More: Project I-C-E;
(Film 530).
Metromedia Television
Project
I-Q-E,
Film 520
,1-.In-Class:
(Cont.)
same thing heads true
with us and our environment.
(Note:" when - doing this project the
elivironment
lesson must be taught Or the project
is worthless.
3.
Shag movies (See A. .eV.
)to make students aware
and sensitive for the need to control our
environment.-
Cr
L
50.
LUoiWID
OW
IVO
lo
Environm
ental:
CONCEPT NO.
.9 - Management
OR
0
Nature As. An Inspiration
for
Overall' Desi
BE
HA
VIO
RA
L OB
JEC
TIV
ES
n
Integrated with: -
SU
BJgC
TA
rt
TO
PIC
/UN
ITOverall Environmqpt Design.(Pri.
3)
.S
TU
DE
NT
--CE
NT
ER
ED
LEARNING ACTIVITIES
Cognitive:
Translate .a design of nature
into a textile design.
Affective:
Actively participate in
creating a textile
design.
a*,
Skills Used:
Basis relief printing
techniques.Rhythm in design.
Awarene-ss.
Observation..
In- Class:
I:
Art
A.
Many patterns that oc-
cur in nature,
maxi
adapts to his life
in sculptural forms,
color usage, and ter
tile designs.
To .se.:.%
how_ this is donp ,we
Will use a potato
print.
B.
Armed with drawing pa-
per and pencils, go
outsideand sketch
interesting patterns'
that occur in nature.
e.g. Floral design,
leaves, textures,
mushroom:, branches,
etc.
C.
Back irr the classroom
choose the design you
like begt.
D.
Cut a potato
inhalf
and onto the exposed
part
-ofyour potato
draw your design.
-
E..
butaround your design
so it is in
relief.
F.
Paint, relief surface
and print on-a-sheet
of paper.
G;
Continue repeating
Outside or Community:
a
I.
Ait
A.
Get a wallpaper sample
brookto show 'overall
-patterns and designs
utilized from nature.
'B.
Field trip to a _company
that prints wallpaper,
fabric.; etc.
C.
Fieldtrip to a carpet
-store.
s.
51.
SUGGESTED RESOURCES
CONTINUED OR ADDED, LEARNING
ACTIVITIES
Publications:
Art And Environment, Patte more,
Arnel W., Van Nostrand Reinhol
Desi" nin With Natural Forms,
'
D Arbelof
Natalie
Watson-
Guptill Pub.
Introducing Abstract Printmaking,
Capon, Robin, Watson- Guptill
Pub.
Young Art:
Nature and
Lacey, Jeanette F.,
Van
Nostrand Reinhold.,
e
,-A
udio-Visual:
How To.Make Potato Prints,
B.F.A.
rental from BAVI.
Discoverina Texture, BAVI.
Discovering -Line,
BAVI.
Community:
Textile factory
Wallpaper Factory
In-Class:
(Cont.)
design so you canhave
tile design.
NOTE:
Color of design
different colors.
O
an overall pattern
such
may be kept
the same or
inted in
14.
Environm
ental:
CQ
CE
PT N
O.
ORIENTATION
Short-Long Term Factors
10 - Economic Planning
BEHAVIORAL OBJECTIVES
Cognitive:
Learn to. conserve by
being
cut off materials if
they,
over-use.
OM
B,
ui
Affective:
Learn the wisdom of
looking
ahead.
Skills Used:
Students will learn how
to store equipmentproperly
Students will
printing,
painting or mosaics.
Awareness.
(Observation.
Integrated with:
SUB
JEC
TArt
TOPIC4UNIT
Multi-Media (I)ri. 1-2-3)
'-
STUDENT-CENTERED LEARNINQ
.r
-In-Class:
I; Art
A.
Wastefulness - student
should be given
materials that are,to
last fora dertain
amount of time
(ex. a two-day project!.
They are given an
amount of paper,
paint, ;glue, etc.)
If students use all
the first day, they
have' nothing for
second day.
(A project such as
printing or mosaics or
even painting would
serve as a front for
this hidden message.)
,
Outside or Community:
I.
Art
A.
Havetudents talk, to
parents about how
.materials may' be over-
Used or wasted in their
jobs.
Report back to class.
B.
Take g trip to spot
community problems
caused by using mi.:-
terials without
"thoUght for the mor-
row".
C.
Observe how much gar-
baae is .,in front of
homes on collection
day.
L
53.
SU
GG
ES
TE
D R
ES
OU
RC
ES
CO
NT
INU
ED
OR
AD
DE
D LE
AR
NIN
GA
CT
IVIT
IES
Publications:
"Printing:
Plant Prints" I.
Geary,. Instructor, p. 94,
June "'M.
-
The Diligent Destroyer, (150),
Laycock, George, 197n.
"Printmaking for Primary Grades",
ii. Arts & Activities, R.A.
Daniel,.7G:28-9, Oct. 171.
"Hand-made slices:
Metstone for
Perceptual Activity", E. Scott,
Arts & Activities, p. 30-1,
Ap. '72.
"Creative Photography Without
AudioVisual:
(cont.)
Man & His Environment,
(Kt 4)Project I -C -E, RMC.
Garbage, Project I -C -E, (Film.260)
,Junkdump, Project I -C -Er
(Film 310).
Community:
Factory
ff.
Publications:
(cont.)
Film", Richard 1,tta,°Desivn, p. 26 -29, Summer,
'72.
"Happy Way to Printmaking;
Styrofoad Experiments", E. Deutsch.
Arts & Activities, p. 32 -33, April '70.
"Plastic Prints Are Neat:" M. Saxer,
Arts & Activities, p. 14-16, Ju.
54.IC
*
uU
00us-,0cc
a
$12:1
Environm
ental:
CONCEPT NO.
11 Individual Acts
ORIENTATION
Individual °Alterations
Integrated with:
SUBJECT
Art
TOPIC /UNIT
Group Design (Pri. 1,2,3)
BEHAVIORAL OBJECT1V-ES
Cognitive:
Apply principles; of combining
individual acts .4) make a
whole.
STUDENT-CENTERED .LEARNING 'ACTIVITIES
Affective:
Accept the responsibility of
individual work to develop the
whole.
Skills Used:
Construction.
Observation.
Discussion.
Painting.
Group planning and cooperation
t MuralConstruction:
AWareness.
In-Class:
Outside or Community:
-1-
I.
Art
A.
Students will do a
mural as a group.
1.
Each person is
assigned a_ parti-
cular section.
2.
The mural won't
be completed until
-each individual
has done his
share.
3. -Mural can be
drawn, colored, or
paint4d.
Each'student makes one
Christmas ornament to
decorate a tree for
the Christmas holidays'.
C.
Each student saves and
brings bottoms of eggs
cartons of the same
polar to tile ceiling
for attractiveness and
acoustics.
(Semester
to complete).
D.
Gather loose stones,
rocks, etc. in school
yard.
Group to form
a rock garde
outside.
I
I.
Art
A.
Group effort to obtain
a tree.
13.
Compare acoustics
in various community
buildings, such as
swimming pool, church,
theaters, school,
gymnasium, ,lumchroom,
etc.
55.
SU
GG
ES
TE
D R
ES
OU
RC
ES
.C
ON
TIN
UE
D O
R -A
DD
ED
LEA
RN
ING
AC
TIV
ITIE
S
Publications:
"Humanizing the School With
Children's Art", Lewis & Clark
School, St. Louis, V. T. Mealy
Instructor, 79:55, MY '70.
"In the Courtyard with an. Art
Student Little Boxes - Big
Boxes: E. Deutsch., Arts &
Activities, 69:40-11-P7-T71.
"Design Experiments with Natural
Materials", R. Moore,
ii.
School Arts, 68:16-17, MR. 369.
"Paint a What?
Paint a Bus!"
B. J. -Erdahl, School Arts, P.
Audio-Visual:
(cont.)
Rag Tapes Try (wall hanging)
film, International Film Founda-
tion 475 Fifth Ave., Suite 916
New York, N. Y. 10017.
Using Community Resources
(Film 240) Project
RMC.
Community:
CommunZty Bl#1dincts,
Art Museum to'view
murals.
I.
Publications:
(cont.)
"Textured Mural", L. Olson, Grade Teacher, p.
82-83,
Feb. '72.
"Painting City Walls," L. Friedman, SchoolArts,
p. 28-29, Jan.
'70.
"School Mural", N.. K. Rockwell, School Arts,
p. 16-17, Feb. '70.
56.-
4
Environm
ental:Integrated w
ith:
CO
NC
EP
T N
O.
'Stew
ardshipS
UB
JEC
T A
rt.
OR
IEN
TA
TIO
NStewardship and Rights
TOPIC /UNIT
Drawing and Printing (Pri.
1,213)
BEHAVIORAL .OBJECTIVES
STUDENT-CENTERED LEARNING ACTIVITIES '
Cognitive:
Name stewards of the land.
-1(now what animals, birds, etc.
are becoming extinct and
vby doing these activiti s.
Affective:
Awareness of the selfish
attitudes of-some people when
°it comes to private ownership
and personal rights'.
Skills Used:
Drawing.
Paper folding.
Idea organization.
,Block printing.
Awareness.
01servation.
Outside or C
omm
unity:I.
Art
A.13.
Promotion of extinct
animals, e.g. owls,
eagle, hawk, buffalo.
1.
Make drawings
three dimensional
by folding.
2.
Do these things
while telling
class to protect
such animals.
Block print mottos.
Students should con-
trive.,mottos and print
them in a place they
might be easily ob-
served.
1.
Blocks can be made
of tagboard, cork,
,styrofoam glue-
.
trailing, potatoe,
etc.
I.
Art
A.
Project could be done
in conjunction with
social studies using:
1.' Neighborhood
stewards.
2.
.Community stewards,
students.
3.
Mom and Dad.
4.
Forest steward .
picnickers, campers.
B.
With Science Dept.
have chiidren discover
how, these_ animals really
look - have them bring
in
57.
C
SU
GG
ES
TE
D R
ES
OU
RC
ES
,C
ON
TIN
UE
D O
R A
DD
RN
ING
AC
TIV
ITIE
S
Publications:
McGraw Hill Study Prints,
(Kit
19),, Project I-C-E, RMC.
-Conservation 2 Picture Disciis-,
/ sion. (Kit American.
retzeumInstiturgr, 1965, "Monoprints -
in Color", P. Carrnlpa.
Arts & Activities,
p.41, Dec.
'70
"3 Color Cardboard
Printmaking ",
E. Deutsch,---Arts .&Activities,
p. 34-5, Ap.
T-71.
/'
"Papercrafts and Mobiles", R.
Perlmutter, Teachin
Exce -
Audio-Visual:
cont.)
How To Make Potato
Prints, BAVI.
22222y At Teton Marsh,
Project
(Film 200).
Cry of the Marsh, Project
I -C -E,
(Film 390),
Community:
Reforestration Camp
Zoo
L
Publications:
(cont.)
tional Children, p. 134-41,
Spring '72.
"Print Wit' Egg Cartons", S. Rolle,
Arts & Activities, p. 35, Sept.
'71.
Making a Cardboard Print" E.
Palmatier, Today's. Education, p. 66,- Nov.
'71.
"Just Ink and. Print With Fruit orVegetables", Sunset
147-152, Nov-. '71.
<,
"Printmaking for. Primary Grades ",.
R. A. Daniel, Arts andActivities, 70:28-9, '71..
58.
