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DOCUMENT RESUME
ED 079 147 SE 016 535
.,
AUTHOR Warpinski, RobertTITLE A Supplementary Program f r EnvirOnmental Education,
Art, Grade,K-3.INSTITUTION Project I-C-E, Green Bay, Wis.SPONS AGENCY Bureau of Elementary and Secondary Education
(DREW /OE), Washington, D.C.PUB DATE 72NOTE 76p.
EDRS PRICE MF-$0.65 HC-$3.29DESCRIPTORS *Art; Behavioral Objectives; *Environmental
Education; Fundamental Concepts; InstructionalMaterials; Interdisciplinary Approach; LearningActivities; *Lesson Plans; *Primary Grades; *TeachingGuides
IDENTIFIERS ESEA Title III
ABSTRACTPresented in this teacher's guide for grades K-3 are
lesson plans and ideas for integrating art and environmentaleducation. Each lesson originates with a fundamental conceptpertaining to the environment and states, in addition, its disciplinearea, subject area, and problem orientation.. Following this,behavioral objectives and suggested learning experiences areoutlined. Behavioral objectives include cognitive and affectiveobjectives and skills to be learned, while learning experiences liststudent-centered in-c...ass activities and outside resource andcommunity activities. Space is provided for teachers to note resourceand reference materials--publications, audio-visual aids, andcommunity resources. The guides are supplementary in nature and thelessons or episodes are designed to be placed in existing coursecontent at appropriate times. This work was prepared under an ESEATitle III contract for Project I-C-E(Instruction-Curriculum-Environment). (BL)
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PREFACE
"Oikus" for house is the Greek origin of the term "ecology". Euvirstudies our house--whatever or wherever it may be. Like an umbrella, it
expand or contract to fit many ranges--natural and man-made. De canenvirorments, our many "how:es" if we omit rancor and cite long range ;
complexities. Cur "oikus" uses the insights of all subjects. Thus, ik
multidisciplinary program like ours necessarily results. Also, since gr
a long time, our program ranges K thru 12. The environment mirrors o ca
values. These values have their origin in the "oikus" of our collect h
minds. Let us become masters of our house by replacing the Greek ada m
with 'Know thyself and thine house."
1. Written and designed by your fellow teachers, this guide is suppleto fit appropriately into existing, logical course content. -Y
2. Each page or episode offers suggestions. Knowing your students be de
to adapt or adopt. Limitless chances are here for your experimentMany episodes are self contained, some open-minded, still others cdeveloped over a few days.
3. Try these episodes, but pleasepre -plan. Why? Simply, no guideand no curriculum will :vorck unless viewed in the context of your s
4. React to this guide with scratch ideas and notes on the episode p5. Tater using an episode, fill out the attached evaluation form in
duplicate, or request more of these forms. Send them singly or cWe sincerely want your reactions or suggestions--negative and posevaluations are the key in telling us "what works" and in aidingthe guides.
TERMS AND ABBREVIATIONS
se
esc
es
yc
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ICE RMC is Protect_ ICE Resource Materials Center serving all publischool districts in CESA 77871477UKTEk the Project ICE Bibliogresources. Cur address and phone number is on this guide's cover.or call us for any materials or help.
BAVI is Bureau of Audio Visual Instruction, 1327 University AvenueMadison, Wisconsin 53701 (Phone: 608-262-1644).
Cognitive means a measurable mental skill, ability, or process basAffective refers to student attitudes, values, and feelings.
or
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es
PREFACE
vir ; the Greek origih of the term "ecology". Environmental educationla itever or wherever it may be. Like an uwbrella, our house canan fit many ranges--natural and man-made. 1.!e can add quality to ournge ,7' "houses" if we omit rancor and cite long range gains, costs, ados, ikus' uses the insights of all subjects. Thus, a rational, positive,nce gram like ours necessarily results. Also, since attitudes grow overs o cam ranges K thru 12. The environment mirrors our attitudes orect have their origin in the "oikus" of our collective and individualada masters of our house by replacing the Greek adage of "Know thyself"
i thine house."
4)1e ed by your fellow teachers, this guide is supplementary in nature--?y into existing, logical course content._
be de offers suggestions. Knowing your students best, you decide whatmnt Limitless chances are here for your experimentation and usage.s c self contained, some open-minded, still others can be changed or
ew days.le , but please,pre-plan. Why? Simply, no guide has all the answers,it s will work unless viewed in the context of your students.l p e with scratch ideas and notes on the episode pages.m sode, fill out the attached evaluation form in the back. Use,c est moTFOrtheseortithemsinglyor collectively to us.
kos your reactions or suggestions--negative and positive. Yourkg e key in telling us "what works" and in aiding our revisions of
kli
Log
iue
)as
ONS
ICE Resource Materials Center serving all public and non-publicESA 3, 8, andg7-7ETWITieFroject ICE Bibliography of availabless and phone number is on this guide's cover. Feel free to writeserials or help.udio Visual Instruction, 1327 University Avenue, P. C. Box 2093,701 (Phone: 608-262-1644).easurable mental skill, ability, or process based on factual data.student attitudes, values, and feelings.
ACKNOWLEDGEMENTS: The following teachers and consultants particet the SupplementaryEnvironmental EducationCESA #3CESA #8D. C. Aderhold, Bonduel Mary Anders, Winneconne.John Anderson, Peshtigo Robert Becker, Fox Valley (L)Walter Anderson, Wausaukee Mary Chriss, Hortonville
Bonnie Beamer, Coleman Cliff Christensen, WinneconneMerlyn Blonde, Shawano Kenneth Couillard, HortonvilleR. A. Dirks, GillettRaymond Emerich, HortonvilleDennis Dobrzenski, Vhite Lake Mike Ercegovac, WinneconneLeRoy Geri, Occnto Dona Geeding, MenashaKaren Grunwald, St. James (L) Donald Hale, WinneconneNilliam Harper, Lena James Huss, FreedomSister Claudette, St. Charles Sister Lois Jonet, Holy AngelsErvin Kunesh, earinetteKenneth Kappell, St. AloysiusKathleen LeBreck, Oconto Kenneth Keliher, AppletonP. E. Lewicki, GillettEverett Klinzing, New LondonDorothy C'Brien, Wausaukee Fred Krueger, OshkoshTerry Gtto, St. John. (L) Jim Krteger, WinneconneArthur Paulson, Cconto Falls Mae Rose LaPointe, St. John HighMarie Prochaska, Lena Rosemarie Lauer, Hortonville .Christine Proctor, Wausaukee Robert Lee, NeenahArthur Schelk, Suring Harold Lindhorst, St. Martin (L)Peter Skroch, Cconto Falls Dennis Lord, Little WolfDavid Soltesz, Crivitz Robert Meyer, NeenahBill Stillion, Shawano Arnold Neuzil, ShioctonCathy Warnack, White Lake James Nuthals, LourdesConnie Peterson, St. Martin (L)ConsultantsRosemary Rafath, ClintonvilleCESA 0--Mark Reddel, St. Martin (L)Dr. Richard Presnell, Gladys Roland, Little WolfUniv. of Wisc.-Greer, Bay Kathryn Rowe, AppletonCESA #8Mary Margaret Sauer, MenashaDr. James Marks,Edwin Schaefer, KaukaunaLawrence UniversityLee Smoll, Little ChuteCESA #9Doris Stehr, Mt. Calvary (L)Dr. Charles Peterson, Ginger Stuvetraa, OshkoshSt. Norbert College Richard Switzer, Little ChuteTim Van Susteren, Holy NameLila Wertsch, St. Margaret MaryWarren'Wolf, KimberlyGery Farrell, Menasha
ticon
Llawing teachers and consultants participated in the developmentSupplementary Environmental Education Guides:
CESA 18Mary Anders, WinneconneRobert Becker, Fox Valley (L)Mary Chriss, HortonvilleCliff Christensen, WinneconneKenneth Couillard, HortonvilleRaymond Emerich, Hortonville
,ake Mike Ercegovac, WinneconneDona Geeding, Menasha
(L) Donald Hale, WinneconneJames Huss, Freedom
les Sistek Lois Jonet, Holy AngelsKenneth Kappell, St. AloysiusKenneth Keliher, AppletonEverett Klinzing, New LondonFred Krueger, Oshkosh
figh
CESA I9Peter Biolo, West DePereLee Clasen, Lux.-CascoKathryn Colburn, AlgomaMerle Colburn, AlgomaSara Curtis, Green BayDuane DeLorme, Green BayRoberta Dix, St. Joseph Acad.Janet Minger, AshwaubenonPhyllis Ellefson, Wash. Isle.Keith Fawcett, West DePereJack Giachino, SeymourMike Gleffe, St. MatthewsHerbert Hardt, GibraltarGary Heil, DenmarkNannette Hoppe, How.-Suam.
Jim Krueger, Winneconne Joseph Hucek, Pulaskiis Mae Rose LaPointe, St. John High Catherine Ruppert, DePere
DeAnna Johnson, DenmarkKris Karpinen, West DePereMel Kasen, GibraltarJack Koivisto, Green BaySister Mary Alyce, CathedralEllen Lotz, West DePereJudilyn McGowan, Green BayPriscilla Mereness, WrightstownC. L. Paquet, DenmarkWilliam Roberts, Sturgeon BayRoger Roznowski, Southern DoorJan Serrahn, SevastopolCalvin Siegrist, How.-Suam.Mary Smith, ;teen BayCarol Trimbe:ger, KewauneeMary Wadzinoki, How,-Suam.
Rosemarie Lauer, Hortonvilleee Robert Lee, Neenah
Harold Lindhorst, St. Martin (L)Dennis Lord, Little WolfFobert Meyer, NeenahArnold Neuzil, ShioctonJames Nuthals, LourdesConnie Peterson, St. Martin (L)Rosemary Rafath, ClintonvilleMark Reddel, St. Martin (L)Gladys Roland, Little Wolf,Kathryn Rowe, AppletonMary Margaret Sauer, MenashaEdwin Schaefer, KaukaunaLee Smoll, Little ChuteDoris Stehr, Mt. Calvary (L)Ginger Stuvetraa, OshkoshRichard Switzer, Little ChuteTim Van Susteren, Holy NameLila Wertsch, St. Margaret MaryWarren Wolf, KimberlyGery Farrell, Menasha
SUGGESTED ART ACTIVITIES FOR CUTSIDE EXP
1. Draw impressions of noises with eyesclosed
2. Field trips - drawing
3. Effect of light and shadow
4. Design elements -shapes, line textures
5, Texture studies
6. Line & repeat patterns (studies)
7. Architecture & building studies (bridge)
8. Landscaping problems
9. Tree stumps - design piece of furniturefrom particular stump
10. Perspective studies
11. Camoflauge building (out of availableelements)
17. Detailed bi
18. Microscopic
19. Mathematics
20. Music & visemusic show
21. Mobiles - u
WINTER - SEASON'
1. Snow sculpt
2. Snowflake p
3. Black & whiphotography
4. What's Happ(winter tre
5. Study ice f
Contrast of
Tree sculpt
Collage witenvironment
9. Angels in tman-made sn
1.1
12. Time & motion studies (swings, playground 6.
equipment, etc.)7.
13. Colors of nature - variations of colorin a familiar object 8.
14. Draw objects from a different point ofview
15. Photographic studies
16. Creative writing & dramatics10. Leaves turn
unnatural c(could be uscolor lesso
;f
lel
01
ei
'.'..;
bi.
lie
.CS
isIw
u-
ON'
pt
p.
phi
by
pp:re-
f
of
pt
itnt
t
sn
rn*
c.
usso
SUGGESTED ART ACTIVITIES FOR CUTSIDE EXPERIENCES
s with eyes
tinek textures
:udies)
:udies (bridge)
of furniture
,f availableJents)
_ngs, playgroundiipment, etc.)
ons of color
ent point of
CS
17. Detailed biological drawings
18. Microscop. drawings
19. Mathematic;; - architecture
20. Music & visual ,2xpressions - slide,music show
21. Mobiles - using found objects.
WINTER - SEASONAL IDEAS
1. Snow sculpture
2. Snowflake patterns
3. Black & white (high contrast)photography
4. What's Happening Under The Snow(winter tree shapes)
5. Study ice formations
6. Contrast of winter colors
7. Tree sculptures (personifying)
8. Collage without harmingenvironment
S
9. Angels in the snow or otherman-made snow patterns
10. Leaves turning color in fall -unnatural colors for trees(could be used with a painting orcolor lesson)
t
REFERENCESFilms - GeneralArt and Perception: Learning to See, 16 3/4 min., color, eleme
Art in Our World, 11 min., color, Jr.-Sr. high
Art Discovered in Nature, 11 min., color, primary/elementary
Changing Art Ill a Changing World, 21 min., color, elementary/Jr.
Ideas for Art, 10 min., color, elementary
Look At That!, 101/2 min., color, primary/elementary
Sources of Art, 11 min., color, elementary/Jr.-Sr. highB. F. A. Educational Media) 2211 Michigan Avenue, Santa Mon
May be available for rehtal from:University of-WisconsinBureau of Audio-Visual Instruction1327 University AvenueMadison, Wisconsin 53701
Books - General (to be used in conjunction with episodes)A Dictionary of Art Terms and Techniques, Mayer Ralph, Thomas Y.
York, 796 .
The Art of Color and Design, Graves Maitland E., McGraw -Hill Boo
Mayer, Ralph, The Artist's Handbcok of Materials and Techniques,New York.
Maurello S. Ralph, Commercial Art Techniques, Tudor Pub. Co., Ne
Menesini, Mario M., The Environmental School, Educational ConsulCrinda, California, 1970.
I
is
)]
sr
iv
)C
REFERENCES
See, 16 3/4 min., color, elementary/Jr.-Sr. high
r Jr.-Sr. highi
. color, primary/elementary
21 min., color, elementary/Jr.-Sr. high
21ementary
primary/elementary
elementary/Jr.-Sr. high2211 Michigan Avenue, Santa Monica, Calif. 90404.
I from:
Istruction
Mon
.
)1
Boo
es
Ne
Sul
njunction with episodes),chniques, Mayer Ralph, Thomas Y. Crowel Co., New
Ives Maitland E., McGraw-Hill Book Co., New York.
)ook of Materials and Techniques, 3rd ed., Viking'Press;
t Techniques, Tudor Pub. Co., New York, 1952.
ental School, Educational Consulting Service,
C 1. Enerafrathesuntth5Lyasie.0N potarcegfalsconvertedE through plant photosuLthesis into a
T form all living things can use forlifeppocesses.BEEAVIORAL OBJECTIVES
Discipline: Area Art
Subject Cla
Problem Orientation Sun
Cognitive: T e stu ent wiinterpret his image of thesun by completing one ofhis projects.
Affective: The student showsawareness of aesthetic factorsof the sun.
Skills to be Learned'Clay workMosaic techniquesSimple printing techniquesPencil, charcoal or crayondrawings
Puppet construction
SUGGESTED LZTREiNG EX- -I. Stu ent-Centere in c ass
activityA. Ceramic plaque - child's
imaginatie idea of whatthe sun looks like.
B. Mosaic - sun mosaic couldbe done with seeds orindian corn.
C. Sun designs - plastacinemodeling clay used as astamp for printing.
D. The feelings of the sunare illustrated bydrawing what the sunlooks like on a:1. Rainy day2. roggy day3. Cloudy day4. Sunny day5. Snowy day
E. Sun puppets1. Use stuffed paper bag
to construct a talkingsun.
2. Show rays as arms, tc.3. Some students may want
to make clouds, stars,moon, etc. to compthe "show".
4. V. 37'elatewith music. z .
fI
basic
lverted
into a'
ase for
Discipline Area Art
Subject Clay - Printing - Drawing - Puppeis
ibblem Orientation Sun Energy Grade 1-3
SUGGESTED LEARNINGI. Stu ent-Centere lu c assactivityA. Ceramic plaque - child's
imaginative idea of whatthe sun looks like.
B. Mosaic - sun mosaic couldbe done with see& orindian corn.
C. Sun designs - plastacinemodeling clay used as a-stbmp for printing.
D. The feelings of the sun,are illustrated bydrawing what the sunlooks like on a:1. Rainy day2. Foggy day3. Cloudy day4. Sunny day5. Snowy day
E. Sun puppets1. Use stuffed paper bag
to construct a talkingsun.
2. Show rays as arms, etc.3. Some students may want
to make clouds, stars,moon, etc. to completethe "show".
4. Correlate with muSic
EXPERIENCES "
II. Outside Resource and ,v.
Community Activities,;A. Students could write
letters to theircongressmen and,influential communitymembers aboutconservative use ofthe sun's energy andstamp the letter andenvelope with theirsun design.
B. Students should haveexperienced a certaintype of day on theway to school.Correlate this withthe feelings-of-thesun on such days.
C. Field trip to beachor extremely open 'area to observetthesky and its changes(clouds, sun, etc..) .
-!:
f ;
Resource and Reference Materia sPriFications:'Sunbursts and papier-math",D. DeLa Rosa & D. D. Ebert,School Arts, p. 6-7, June '71.
"Mask Making for Minors",.B. G. OetteL Sch. Arts,68:24-25 N
"Paper Bag Figures ", J. Reath,School-Arta, p. 48, April '72.
'Ecology or the eggshells go backto the chickeri", T. SeiariiSchool Arts, 71:22-23; April '72.
"Drawing with mixed media",:M. B. Bowman, Schcol Arts,71:14-15 N.171.
"Mosaics in the 3rd Grade" Arts6:Activities, 68:25-7, Sept. '70.
"Mosaics: Tiles A:Beans",Instrtictor- 79:93, June '70.
"It-WET517;ened; clay-modeling",Arts& Act., 69:22-4, March '71.
Continue :any A..itiona Sur=est
Audio-Visual:"bwironmental Awareness - Nature"I-C-E RMC Kit 16
"The Suh Symbol in Art"Bailey Films6509 be Longpre Ave.Hollywood, Calif. 90028
"How to Make a Puppet", BAVI
Community :
Beach acilities
time an' Ads itiona Su este Learn= E erlences
C 1. Energy from the sun, the basic0N source of Ell energy, is convertedCE through plEnt photosynthesis into a
T form all living thingslife proceEses.BEHAVIORAI OBJECTIVES
Cognitive: T E stu ent wiillustrate the effect oflight on a sutject bytracing shadows.
Affective: The studentwill-become ccnscious ofthe effect of light ona subject.
can use for
Skills to be LearnedWorking with large sheetsof paper and charcoalTracingPositive and negativespace
Discipline Area Art
Subject Dr
Problem Orientation'
SUGGESTED:LEARNINGI. Student-Cent re in class
activityA. Sun shadows
1. Go outside and colledt .
sun shadows by tracingthe shadows of bikewheels, trees, students,etc. on large sheets ofnewsprint.
2. After shadows have beentraced, students can usethe space divisions fora design.
Art
Dra
CNG
I
t.
se
sun, the basic Discipline Area Art
TY, is converted Subject Drawing
synthesis into a
Lngs can use for
.VESwiof
of
Problem Orientation Suri Znergy Grade 1-3
cats
SUGGESTED LEARNING EXPERIENCESI. Student- Centeret in class II. Outsi e Resource on
activity Community ActivitiesA. Sun shadows
1. Go outside and colledtsun shadows by tracingthe-shadows of bikewheels, trees, students,etc. on large sheets ofnewsprint.
2. After shadows have beentraced, students can usethe space divisions fora design.
5.4
Resource and Re erence Materials 'Continued and Additional Su.Publications :"Positive view of negative space",S. Chanson, il. Arts -& Activities,64:21-25 N-168."Psychedelic Posters", M. F. BolgerSchool Arts, p. 40, Sept. '71.
Audio-Visual:
Community:
Continue an
e",ies
lger
itiona Suggeste Learning Experiences
01
H4-1
00c14
C 1. Eller from the sun the basic0N source of all. energy, is converted
E through slant hotos nthesis into
T form all livinglife processes.
thin s can use for
BEHAVIORAL OBJECTIVESCognitive: The studentwill derive an abstractrelation between himselfand the sun by completingsentences about the sun.
Discipline Area Ar
Subject Dr
Problem Orientation
Affective: The student157a7577ensitive to thesun-life relationshi
Skills to be LearnedrerEEETENaionSentence completionDrawing from imaginativeideasPencilCrayonOil pastels
SUGGESTED LEARNINGI. Student-Centered in class
activityA. Sun-Friend pictures
1. Students would begiven the problem:"If the sun were myfriend, I would...."
2. Students, must completethe sentence and drawa picture illustrating.his idea.
3. Examples:a. "If the sun were my
friend, I would usehim as a frisbee7r-
b. 77Y-the sun were myfriend, I would puth5m on my feet toa75tite warm."
Art sun, the basic Discipline Area Art
Dr gy, is converted
yn Jos nthesis into a
.ings can use for
Subject Drawing
Problem Orientation Sun Energy Gradel-3
TING TES
II. t
t
ilf
:ingin.
SUGGESTED LEARNING EXPERIENCES
eve
I. Student-Centered in classactivityA. Sun-Friend pictures
1. Students would begiven the problem:"If the sun were myfriend, I would...."
2. Students must completethe sentence and drawa picture illustratinghis idea.
3. Examples:a. "If the sun were my
friend, I would usehim as a frisbee 7
b. It tne sun were myfriend, I would puthim on my feet toF55771
II. Outside Resource anCommunity ActivitiesA. The activity listed
under class activitywould be well suitedfor an outside activity,too. Students can sitoutside on a suuny dayso they can feel thesun and perhaps gain .
ideas for completingtheir sentences anddrawings.
Resource anPub ications"FEWTIETir
Awareness",ii., SchoolMarch 69.
trance Materia
roe, ,
C 1. Energy from the sun the basic Discipline Area Ar0N source of all Gana!) is converted Subject Dr
CE thrsTghplintpholoanthesis into a Problem OrientationPT form all living, things can use for
life pprocesses.. :EWVIORAL. OEJ I U i E
Co nitive: The stu ent wi I. Stu ent-Centere ' n c ass
r7.1i ent fy his physical Activity
1 relation with the sun by A. The Seasons and,I1 illustrating the sun's I. Students will drawH effect on the way he what they wear and
dresses. look like in,theoa) winter, fair; springo Affective: The studentwill and summer (as
a4w Ta-aiVrhis physical affected by the sun).
relationshiD with the sun.
Si:i.11s to be Learned0.1 Drawing:o Pencil(1, Charcoalr Oil pastelsa Crayonsul Markers or felt tips
HHH
p
E
y
co
Ar un, the basic Discipline Area Art
Dr is converted
Lon ynthesis into a
gs can use for
V71
y
un.
Subject Drawing
Problem Orientation Sun Energy Grade 1-3
I. Student-Centere. in c assActivityA. The Seasons and
1. Students will drawwhat they wear andlook like in,thewinter, fall, springand summer (asaffected by the sun).
kIENCEII. Outside Resource and
Community ActivitiesA. Take students outside
and discuss how thesun feels on them orhave students notethis experience ontheir way to school.
Resource an Re erence Materia s ContPu' lcatioas:Trati57=Printing", M. S. Bolger,
School Arts, 71:28-9 June '72.
Audio-Visual:TralFIRF7-aiii", Boll Telephvne
Series
Community:
sxc_ mar 11 its ofO ut;ges to
-Oit'SYOTW7,tt:61.%?,:its'FlATevv-7.?"tic.14.,4 .
CO
0r4
4.)r4
C 1. Energy from the sun, the basic0NCE through plant photosynthesis intoPT a form all living things can use for
Discipline Ar
source of all energy, is converted Subject
Problem Orien
CV1in Skills to be Learnedc" Drawing7 1. Pencilo 2. Crayon
3. Oil pastelsa' 4. Charcoal
Water colors or tempera canbe used as an alternate
life processes.BEHAVIORLL OBJECTIVES
Cognitive: The stu ents widerive a relationship betweenthe sun and living things byillustrating theirobservations.
Affective: The students willTZE73371dgment as to theresponsibility of the sunto livin thin s.
0.4
14
rIriE-1
SUGGESTEDI. Stu ent-Centere in
activityA. "What would it be
without the sun?"1. Students shoul
plants that hadeprived of suand draw whatexpect the plalook like in astate.
2. Problem can be--view healthyand draw it asdeprived plant
"?. Ar
den
TED
t bean?"hoult hasu
aatplain a
a beithyt aslast
: from the sun, the basic Discipline Area Art
of all energy, is converted Subject Drawing
plant photosynthesis into Problem Orientation Sun Energy
all living things can use foroccsses.ORLL OBJECTIVES
Grade 1-3
SUGGESTED LEARNING EXPERIENCESThe students willationship betweeni living things byg theirs.
The students will,went as to theity of the sunhings.
e Learned
tels1
s or tempera canan alternate
I. Student-Centered in classactivityA. "!hat would it be like
without the sun?"1. Students should view
plants that have beendeptfved of sunlightand draw what theyexpect the plant wouldlook like in a healthystate.
2. Problem can be reversed--view healthy plantand draw it as adeprived plant.
II. Outside Resource andCommunity ActivitiesA. Students can bring
in various formsof plant life orgrow their own.
t
Resource and Reference MaterialsPublications:
Audio-Visual:Living plants
Community:
Continued and Additional Suggeste
Can observe crops in the countrythat have been touched by afrost ,or dry season
It
!ste ria s Continued and Additional Suggested Learning Experiences
incry
r.
C 1. Energy from the sun, the basic0N source of cll energy, is convertedCE through plant photosynthesis into aPT form all living things can use for
Discipline Area
Subject
Problem Orientatio
life rocesses.BEHAVIORAL OBJECTIVES SUGG STED 1 L
Co nitive: The stu ent . Stu ent-Centere in c asswi evise a plan to activity
reI create an object which A. Sun Machine
ce reproduces the char- 1. Create a mini machineI--; acteristics of the sun. to replace the sun out4.J of a shoe box and
Affective: The student available materials.will believe in the 2. If time is limited,
P i ortance of the sun. this may be done as atwo-dimensional project.
r4 Skills to be LearnedIntegrating available
ulcn materials eg. boxes in
construction1 Painting (finishedP product)0'
$
HH
C
t
n
tio
sun, the basic Discipline Area Art
4y, is converted Subject Sculpture
)s thesis into a Problem Orientation Sun Energy tr:Grade 1-3
ings can use for
tt
:ct .
:TES SUGGESTED LEARNING ENPERIENCESt . Stu ent-Centere in c ass . Outsi e Resource an
activity Community Activities
A. Sun Machine1. Create a mini machine
n. to replace the sun outof a shoe box and
t available materials.2. If time is limited,
this may be done as atwo-dimensional project.
-
in
1
Resource and Reference MaterialsPublications:"Invent a machine", M. A. Burke,Arts and Activities, p. 29 ,Dec. '69"Paper to amaze", 1CSeehafer,Instructor, 81:73 April '72`Recreating the Mediocre & TheDiscard", B. StubbinsSchool Arts, 70:11, March '71'Creative Use of Scrap Materials",R. G. Lcrvie, School Arts,69:11 Fizb. 170
Audio-Visual:"Our Mr. Sun", Bell Telephone
Community:
Continued and Additional Sug2
-o.
Continue, and A ditiona Su este Learnin eriences
C 1. Energy from the sun, the basic0N source of r11 energy, is convertedCE through plrnt photosynthesis into a
T form all living things can use forlife rocesses.BEHAVIOWL OBJECTIVES
Cognitive: The student winrelate principle, thewhole is equal to the sumof its parts", to the sun.
Affective: The. student willcomg37Tifth tLe principle,"the whole is equal to thesum of its parts".
Skills to be LearnedProportional enlargement(through use of a grid)
Drawing1. Crayons2. Oil pastels(Water colors can besubstituted)
Fitting pieces, together(as a puzzle)
Discipline Area Art
Subject Drawin
Problem Orientation Sun 10
SUGGESTED LEARNING EI. Student-Centered in classactivityA. Mural
1. Find n stylized anddetailed picture ofthe sun in a magazine.
2. Divide into sectionsso each student willhave a number.a. Cut and distribute.
Exams le:
03. Each stu ent must
enlarge his portionof the picture on asheet of paper that is indirect proportion tohis picture segment.
4. Each enlargement isthen brought to areserved space on thewall and all the piecesare fit together as apuzzle to resemble thefirst picture.RESULT: Large mosaic
mural of the sun.
le
h
h
le
_= e sun, the basic
awin
Sun
lergy, is converted
lotos-nthesis into a
thinks can use for
Eiscipline Area Art
Subject Drawing
Problem Orientation Sun Energy Gredel-3
ECTIVESlent war-- I. Student-Centered in classe, "the activityhe sum A. Muralhe sun. 1. Find a stylized and
detailed picture oftent will the sun in a magazine.nciple, 2. Divide into sectionsto the so each student will
SUGGESTED LEARNING EXPERIENCESII. Outside Resource and
Community Activities
n.
ementgrid)
be
ther
have a number.a. Cut and distribute.
Examle:
LIMo
3. Eac stu.ent mustenlarge his portionof the picture on asheet of paper that is indirect proportion tohis picture segment.
4. Each enlargement isthen brought to areserved space on thewall and all the piecesare fit together as apuzzle to resemble thefirst picture.RESULT: Large mosaic
mural of the sun.
kr
Resource any Re erence Mataria sPu ications:"Humanizing the school withChildren's Art", Instructor,79:35 May 170 .
Audio-Visual:
Community:
Continue. an. 1. t ona uyeste
C 2. 711 living organisms interact among0N themselves and their environment,CE forming an intricate unit called anPT ecosystem.
Discipline Area
Subject
Problem Orientat
I.H
00
0
BEHAVIORAL OBJECTIVES SUGGESTED LEARNMCognitive: The student willlearn tc er the necessarysupplies which enable him toprouuce a painting and whenquestiored he will be ableto say En ecosystem meanstt I!
Affective: The student willapprecicte the fact thatecosystem implies a mutualdepender.cy of objects onone another.
Skills to be Learned
Mixing et paintProper care of brush(cleanE4ng, storage &use c):: it whilepainting)
M, Blending colors to achieve
cami new ones.
I. StudentCentered in classactivity.
A. Discussion of art medi.'how various media aremade usalle by mixingwith other elements orconjunction with othermedia...thereby offerithe young student a mopractical and under-standable explanationwhat is meant by the tc"ecosystem".
Examples:-tempra is useless as a r4iwithout adding water to it
-water is useless as a cob.,agent until the paint mixewith it.
-tempra and water mixed arestill useless without asurface to put it on (pipeor an applicator - brush,finger,stick, sponge,
-species variation can berepresented by variation icolor, thickness of paint,type of applicator, etc.
-colors combine to createonus
'4r
.sms interact among Discipline Area Art
environment
unit called an
Subject AestheticsDuplicating Colors
Problem Orientation _of "Na.ture_ _ Grade 1-3
SUGGESTED LEARNING EXPERIENCESwill-ssary
tohenle
-will
ve
I. Student-Centered in classactivity.
A. Discussion of art media -how various media aremade usatie by mixingwith other elements or inconjunction with othermedia...thereby offeringthe yo,:.ng student a morepractical and under-standable explanation ofwhat is meant by the term"ecosystem".
Examples:-tempra is useless as a paintwithout adding water to it.-water is useless as a coloringagent until th paint mixeswith it.-tempra and water mixed arestill useless without asurface to put it on (paper)or an applicator - brush,finger,stick, sponge, etc.
-species variation can berepresented-by variation incolor, thickness, of paint,type of applicator, etc.
-colors c-mbine to create newones
Outside Resource andCommunity ActivitiesA. Visit a paint
factory or :lard-ware store to seehow housepaint ismixed and colorsachieved.
im
Resoutce and Reference Materials Continued and Additional SuggesPublications:Drawing Vith Mixed Media
M.B.Botman, Sch. Arts71 : 14-15 N. 71_
Color Combinations Made ExcitingK.G.Kite, Arts & Activitiesp. 24-26. February, 1972.
A Dictionary of Att Terms andTechniquesMayer, Re/ph,Thomas Y Crowel Co.iNee York. 1969.Mixed Melia Collage
J. Comins, Sch.Arts71: 10-11 N'71
Audio-Visual:
"Why Man Creates"Brown County Library
Community:
Iges Continued and Additional Suggested Learning_Experiences
'9,
I
I
a.
a
C 2. All living organisms interact among0N themselve8 and their environment,CE forming an intricate unit called anp
T ecosystem.
Discipline Area Art
Subject Cray
Problem Orientation
BEHAVIORAL OBJECTIVESCognitive: Students will
I depict a Variety of sizesci1 and species of fish andH ether underwater life
0
J
-1-) including shells, seaweed,u rocks or coral and the
11111111M.1111 ,I11 "11 1
water itself.
Affective: The student willdisplay his understanding ofthe interdependence of under-water life by the objects hechooses .to depict in his art-work.
Skills to be LearnedFamiliarization with theresist method of painting.Introduction to combiningart media in a moaningfulway (constructive).Ability to draw a variety ofshapes tc suggest a varietyofplant and animal growth.Use and care of a paintbrush.
I. Student-Centered in classactivityA. Crayon resist water color
(tempra) paintingsdepicting sea life eco-systems.
B. A discussion would precedethe activity, familiarizingthe young students with thevariety of underwater plantand animal growth and eachone's dependence on theother.
II
3E4II
3
t
.sms interact among Discipline Area Art
environment, Subject
.unit called an
Crayon and Tempra Resist
Se4CrtiaProblem Orientation Ecosystems Grade 1-3
SUGGESTED LEARNING EXPERIENCES_1
-2S
ed,
willig of
:.s he
s art
ng.ngul
ty ofiety:nth.
1. Student-Centered in classactivityA. Crayon resist water color
( tempra) paintingsdepicting sea life eco-systems.
B. A discussion would precedethe activity, familiarizingthe young students with thevariety of underwater plantand animal growth and eachone's dependence on theother.
II. Outside Resourca andCommunity Activities
A. Visit a local aqua -rium, tropical fishstore or the home ofa person having atank of fish.
B. Visit to a museum----- (such as the County
Museum in Milwaukee)to view the dioramasof sea life.
1
Resource and Reference Materials Continued and Addit
Publicatioh::Translucnt FishV.B. Knightil. Instr. 78:43 MY. 69.
Drawin for Environmental AwarenessA.P.Tayloril. Sch.-Arts 68:12-13 MR. 69
Drawing with Mixed MediaM.B.BowmanSch. Arts 71: 14-15 N'71
Audio Vis'ual:
Slides or films of sea lifeCrayon Resist B.F.A.Available for rental fromUniversity of WisconsinBAVI
Community:
AquariumsMuseumsPet Stores
Idit.als
-eness
Continued and Additional Suggested Learning Experiences
0
C 2. All living organisms interact among Discipline Area Art
0N themselves and their environment,C.
E forminc an intricate unit called anP
______T
T ecosystem. --
Subject Spatt
Problem Orientation LiFl
BEHAVICRAL OBJECTIVESCognitive: Students, oftenbeing shovn how to use thematerials, will create apainting ky using one ormore dandelion plants asa "stencil" to block outthe paint, as theyspatter it.
4)00
0P
HHH
4J
E4
Affective: The studentswill becone more familiarwith a far iliar plantthrough oEservation anduse of it to .create apleasing design.
Skills to be learnedTechnique of spatterpainting -- toothbrushand finger, cardboardor comb, cr windowscreen to help "spatter"the Faint.Liscussior. of "stenciling"or positive and negativespace can result fromthis activity.
SUGGESTED LEARNING EI. Student-Centered in class
activityA. Spatter painting of
dandelions with acorresponding discussionof the ecosystem involvedin plant life.
B. Discussion:1. Growth of seed,
reproduction of seed,spreading of seed.
2. Man's dependency onplant life.
3. What man, in turn,does to facilitate ormisuse plant life.
3
rt
patt
LiFl
NG E
L.- among
an
Discipline Area Art
Subject Spatter Painting
Problem Orientation Life of a Grade 1-3,4-6Flower
SUGGESTED LEARNING EXPERIENCES:udent-Centered in class 1 II. Outside Resource and
1Community Activities
. Spatter painting of A. Dandelions (or otherdandelions with a
1
flowers) from nearbycorresponding discussion : yard or garden.of the ecosystem involv'd B. A naturalist or con-in plant life. servationist moreDiscussion: familiar with plant1. Growth of seed, s life than the teacher
reproduction of seed, can be called in as aspreading of seed. guest speaker to help
2. Man's dependency on with the discussionplant life. which goes along with
3. What man, in turn, the activity.does to facilitate ormisuse plant life.
4
When PiTirip Free; Non-BrushingTechni4up, 4. Wassermanii. Arts and Activities65: 223 AP '69
PaintingZaidefterg, A;(practical instruction invarious Media)
Audio-Visual:Photos"Cry of the Marsh""The Zoo and You""Environmental Awareness"Project I-C-E RMC
Community:
ont_n,,ed anciA d
Cont_r:: e . Mama' ..1 .117 i I EV-. E
q.
C 3. Environmental factors are limiting Discipline Area Art
0N on the numbers of organisms living Subject Drawi ST
CE within their influence, thus, each Problem Orientation Ov 42)
Penvircnment has a carrying_capacity. 11(
BEHAVIORAL OBJECTIVESogni ive: Stu en wi e
able to draw a browd of .
people.
Affective: Student willghoiTaWJfeness of over-population.
to be Learned
Drawing (crayon)
SUGGESTED LEARNING. S u ent-Centere in classactivityA. Discuss elements of a
crowd.1. How 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 peoplemake up a crowd?
4. How do artists showcrowds in theirpictures?
B. Crayon drawing of a "circuscrowd" or spectator sportcrowd or parade crowd.
:t are limiting Discipline Area Art
Is
Subject Drawing
Problem Orientation Over7popuintion_ Grade 173
SUGGESTED LEARNING EXPERIENCESI. Student-Centefgain class
activityA. Discuss elements of a
crowd,1. How 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 peoplemake up a crowd?
4. How do artists showcrowds in theirpictures?
B. Crayon drawing of a "circuscrowd" or spectator sportcrowd or parade crowd.
II. Outside Resource andCommunity ActivitiesA. Field trip to a
spectator activity.
f
Resourc6 and Reference Materials Continued and Additional SugqPublications:This Is M CrowdW. S. Lifschitzil. Arts and Activities63: 16-18 JE *68
Audio-Visual:Design In Movement (film)
Public Library
, Community:
Continued and Additional Suggested Learning Experiences
C 3. Environmental factors are limiting
0N on the numbers of organisms living Subject
Discipline Area Art
CE within their influence, thus, each
PT environment has a carrying capacity.
Draw
Problem Orientation 0
BEHAVIORAL OBJECTIVESCognitive: Student shall be able
I to illustrbte a crowd 1*.spattering paint and circling
O dots on paper.
0ka Affective:
Student shows awareness of over-population.
Skills to be LearnedSplash paintingDrawing
SUGGESTED LEARNINGI. Student-Centered in class
activity-A Splash paint.
1. Splash some paint on asheet of paper.
2. DrP.w a person's headfor each dot of paint.If spatters or dotsare relatively closetogether, a crowd iscreated.
rt
raw
0
ING
are limiting Discipline Area Art
ms living Subject
rius, each
a
r capacity.
Drawing - Splash Painting
Problem Orientation Ovar-population_ Grade 1-3
SUGGESTED LEARNING EXPERIENCE,3able
ver-
I. Student-Centered in classactivity
A. Splash paint.1. Splash some paint on a
sheet of paper.2. Draw a person's head
for each dot of paint.If spatters or dotsare relatively closetogether, a crowd iscreated.
II. Outside Resource andCommunity ActivitiesA. Children could view
a number of groupactivities on theplayground, in anassembly, in astore, church, ata parade .... tovisually understanddynamics of a crowd.
Resource 'end Reference MaterialsPublicationE:Aesthetic Education For What?Helen Diemcrt (art in relationto overcrov:dedness) Sch. ArtApril '72, p. 37
This Is My CrowdW. S. Lifschitzil. Arts ard Activities63: 16-18 Ze '68
When Paint is Free; Non-BrushPaintireT Techniques.B. Wassermzn
Arts ard Activities65: 22-3 Al '69
Audio-Visual:Solving the Problems of Over-Population, The Effects of Over-Population, The PopulationExplosion (roster series)Project I-CE RMC (190 Ki 3&4)What is a PaintingA World Is BornProject I-C-E RMC (Film 220)
Community:
Continued and Additional Suggeste
d and Additional Suggested Learning Experiences
C 3. Environmental factors are limiting Discipline Area A0N on the numbers of organisms living SubjectCE within their influence, thus, each
T environment has a carrying capacity
Problem Orientation
BEHAVIC RAL OBJECTIVES SUGGESTED LEARCognitive: Students will be I.able to illustrate.over;.'population by making felt andburlap appliques.
Affective: Students willshow awareness of Lver-population
Skills to be Learned
Cutting and glueingDesign-
Student-Centered in classactivityA. "The City and It's
Overcrowding".1. Make a felt and
burlap applique(using glue) to createa scene depicting thepreceding statement,
2. This could be a groupor individual project.
A .s are limiting Discipline Area Art
F
ion
sms living
thus, each
to
e
p
t,
Subject Felt and burlap applique
Problem Orientation Over-population Grade 1-3
SUGGESTED LEARNING EXPERIENCES. Student-Centered in classactivity
nd A. The City and It'sOvercrowding",1. Make a felt and
burlap applique(using glue) to createa scene depicting thepreceding statement,
2. This could be a groupor individual projects
II. Outside Resource andCommunity ActivitiesA. Observe and discuss
overcrowded conditionsin your city.
Resource and Reference MaterialsPublications:The Modern City Planning in the 19thCentury Choay FrancoisThe Modern 'City Planning in the 20thCentury - Collins, George R.The Image of the City - Lynch, KevinM.I.T., Camaridge Mass.paperback,: 1960Design of Cities - Bacon, Edmund N.The Viking Press, Inc., N.Y. 1967Too Many People? .Project I-C-E 190 KiAesthetic Education for What? HelenDiermert, Sch. Arts, April '72 p.37Environment: Children Explore TheirSchool, Their Community, Their VaZReg.C. E. Knapp, Instructor, p. 62-64Jan.'62 & Feb. '72.From the Scrap Box, H. Ferry,Instructor 80:44 F '71Get Acquainted College, B. RiebmanArts and Activities 69:17 Ap '71
Audio-visual:Film 210 Project I-C-E RMCNatures Half Acre - 33 minute color16 mm.
Community:
Continued and7Naditiona
ti
Continued andrdditional Suggested Learning Experiences 1
0P-I
C21,acgleuatestofure Discipline Area Art0N water is essential for life. SubjectCEPT
BEHAVIORAL OBJECTIVESCognitive: Studentswill be Eble to drawconclusions as to theeffects of pollutionon clean water.
Affective: Studentswil.s1767 awarenessof the effects ofpollution on cleanwater.
Skills to be LearnedWater color painting
Watercolor pal
Problem Orientation Pure water
SUGGESTED LEARNING EXI. Student-Centered in class
activityA. What happens to nice clean
rain:1. Students could do a
water color paintingof a rainy day.
2. They should continue topaint without changingwater in which theyrinse their brush.
3. Water pollution could beassociated with thedirty water of thewater color container.
ERIENCESII. Outside Reso
Community ActA. Students s
of water.B. Students s
pollutionexplain hoi
a
pal
ite
'xiso
Acts sT.s sonhoi
e Discipline Area Art
Subject Watercolor painting
Problem Orientation Pure Water Grade K-3
SUGGESTED LEARNING EXPERIENCESin class II. Outside Resource and
Community ActivitiesA. Students should observe a body
of water.B. Students should discuss
pollution of water and try toexplain how it got there.
,dent -Centerevity'hat happens to nice cleanain?. Students could do awater color paintingof a rainy day.
. They should continue topaint without changingwater in which theyrinse their brush.
. Water pollution could beassociated with thedirty water of thewater color container.
i
i
A
Continued and AdditionalResource and Reference MaterialsPublications:
Audio-Visual:"What Is a painting?", color,22 min.
Community:
aterials
it
Cont3anid iXima Sugcperiences
C 4. An adequate supply of pure Discipline ,irea A0N water is essential for life.CEPT
BEHAVIORAL OBJECTIVESCognitive: Students willbe able to predict theconsequences of thedepletion of ourwater supply.
Affective: Studentwill show awarenessof onr limited watersupply.
Skills to be LearnedObservationDrawing or paintingIllustration of
imaginative ideas
Subject Li
Problem Orientation
SUGGESTED LEARNINI. Student-Centered in class II.
aciavityA. What would the ocean bed
look like without water?1. Students should draw
their ideas.2. Would it be cracked?3. Would there be any
plants or animal.sZ _
4. How would those look?
C
A
1 of pure Discipline Area Art
)r life. Subject Life without water
Problem Orientation Pure water Grade*K-3
i
SUGGESTED LEARNING EXPERIENCESI. Student-Centered in class II. Outside Resource andactivity Community Activities
.
,. What would the ocean bed A. Students could discover driedlook like without water? river beds. Apply this know-1. Students should draw ledge to project.
their ideas.2. Would it be cracked?3. Would there be any
plants or animals?4. How would these look?
Resource and Reference Materia s Continue' an' A itionaPublications:"Drawing with Mixed Media," G.B.BOwman, School Arts, 71:14-15 N '71
Audio-Visual:"Life Along the Waterways," color,11 min., BAVI"Life in a Drop of Water," BAVI"Seashore Life," BAVI"Seashore," BAVI"Water: A First Film" BAVI
Community:
Continue an' A itional Suggested Learning Experiences
2
2;
C 4. An adequate supply of pure0N water is essential for life.CEPT
Discipline Area Art
Subject Rain Tra
Problem Orientation Pure x
BEHAVIORAL OBJECTIVESCognitive: Student willbe able tc illustrate
w ideas thrcugh drawing1
ci or painting.
Affective: Studentswill becone conscious
°f where rater comes/9 from and travels to.
Skills to be LearnedDrawing techniquesorCharcoalSketchesCrayonsWater color
I.- Student-Centered in classactivityA. Rain trails
1. Children should drawtrails or travelsof a raindrop.Could be done with:CharcoalSketchesCrayonsWater colors
II. OutsidCommuniA. List
"I dEx. V1. I2. I3. J
I
r
Tra
ire c
supply of pure Discipline Area Art
vial for life. Subject Rain Travel
Problem Orientation Pure water Grade K-3
:sid:
,is t
d::x. 1.
, II
I. J:
IVESgillreng
d
SUGGESTEDI. Student-Centered in classactivityA. Rain trails
1. Children should drawtrails or travelsof a raindrop.Could be done with:CharcoalSketchesCrayonsWater colors
LEARNING EXPERIENCESII. Outside Resource and
Community ActivitiesA. List a number of things that
"I depend on for water."Ex. Without water
.1. I couldn't skate on grass2. I couldn't swim3. Jello wouldn't be around
lications:"Drawing With Mixed Media," G.B.Bowman, School Arts, 71:14-15 N '71
Audio-Vilual:"Water,"- BAVI
Linue and Additional Suggested Learning Experiences
C 5. An adequate supply of clean air is. Discipline Area Art0N essential because most organisms Subject Air pollutioCE depend onoxygeruthroughreaptiratiOn, Problem Orientation Clean aiPT to release the energy in their food.
BEHAVIORAL OBJECTIVESCognitive: The student I.
will be eble to recog-nize the characteristicsof polluted air.
Affective: The studentshows awareness ofpolluted air.
Skills to be LearnedConstructionCutPaste
SUGGLSTED LEARNING EXPERIENCStudent-Centered in class II. Outside Reactivity CommunityA. Construct an air pollution A. Collect
bug from boxes, tubes andvarious materials cover-ing it with art tape.ortempra. Discuss what kindof creature is destroyingour clean air.
variousbugs.
B. Studentsoutsideshould bparts oftransfeprojectpollutio
t
utio
a al.
of clean 'air is Discipline Area Art
t organisms Subject Air pollution bug
ouch respiration, Problem Orientation Clean air Grade 1-3
in their food.
ENCRe
ctus
nts
d boffectti
SUGGESTED LEARNING EXPERIENCES.I. Student-Centered in class II. Outside Resource and
activityA. Construct an air pollution
bug from boxes, tubes andvarious materials cover-ing it with art tape ortempra. Discuss what kindof creature is destroyingour clean air.
Community ActivitiesA. Collect boxes and tubes of
various sizes for pollutionbugs.
B. Students could spend some timeoutside studying bugs. Theyshould become aware of the manyparts of a bug, that they maytransfer this knowledge to theproject and make a better airpollution bug.
0
Resource and Reference Material'sPublications:Carton Creatures;'H. Weller,'Artsand Activities, p. 16-18, Jan.` '72Carve a Bartxploration Into
Space and Form,' L. Olson, Artsand Activities, p. 24-27, Dec.aFr Mache Bowls & Boxes,".S.
Grasezow, !School Arts, 71:26,March '72"Recreating the Mediocre and theDiscard," B. Stubbins, School Arts,70:11, March '71"From the Scrap Box," H. Ferry,Instructor, 80:44, Feb. '71"TiTiTraassroom Grocery Store toImaginary Zoo,' S.B. Stevens,il. School Arts, 70:8, Sept. '70
Audio-Visual:
Community:
Continued andAdditional
Continued and Additional Suggested Learning Experiences
H
U
C 5. An adequate supply of clean air is0N essential because most or:anismsCE oxygen, through Problem Orientation Clean
,Discipline Area Art
Subject Air s atte
PT to release the energy in their food.
BE VIORAL OBJECTIVES SUGGESTED LEARNING EXPERIELCo nitive: The student I. Student-Centered in class II. Outsidewi e able to trans-late his knowledge into-a visual statement onpollution.
Affective: The studentbecomes sensitive toair pollution.
Skills to be LearnedPaintingCollecting picturesCutPasteDiscussionAwareness
activityA. Discuss what things the
wind blows from place toplace; litter, leaves,seeds, etc.1. Do a spatter painting2. Collect magazine
pictures of the thingsthe-wind blows. Usethese for.a collageover spatter painting.
CommunityA. Studen
picturused icollage
B. Studencollecfrom pthingsof mag,collag
tt
gn
r,
'tte
an
G
to supply of clean air is Discipline Area Art
cause most organisms
en throu
RIELdeity'den
tlr
iilageden
leC
11 p.
lgs
liag,
Lag
.4,
Subject Air spatter painting
h respiration, Problem Orientation Clean air Grade 1-3
he energy in their food.
CTIVEStudenttrans-ge intont on
tudente to
SUGGESTED LEARNING EXPERIENCES
rued
res
I. Student-Centered in classactivityA. Discuss what things the
wind blows from place toplace; litter, leaves,seeds, etc.1. Do a spatter painting2. Collect magazine
pictures of the thingsthe wind blows. Usethese for.a collageover spatter painting.
II. Outside Resource zr---Community ActivitiesA. Student could collect magazine
pictures and lettering to beused in clean air posters andcollages.
B. Students could also actuallycollect things that air blowsfrom place to place. (Thesethings could be used in placeof magazine pictures in acollage).
Resource and Reference Materials ContinuediR762Taraal SuggestedPublications:Paintiug., Zaidenberg - A;"Mixed Media Collage," J. Comins,School Aits, 71:10-11 N '71"Collage and Color," D. Waldman,Art News, 70:44-7 D '71
Audio-Visual:
Community:
CoL:cinued and Additional Su ested Learnin Ex eriences
A
/
4ii
C 5. An adequate supply of clean air is0N essential because most organismsCE depend on oxygen, through respiration,PT to release the energy in their food.
BEHAVIORAL OBJECTIVESCognitive: Student will
1.4 be able to translatecS his knowledge into a1 visual statement on
pollution.
w Affective: The studento becomes sensitive toft air pollution.
c.1
Ln
"r) Skills to be Learnedor-i
Cut0 Pasterj Collecting pictures
Lnal Drawing
Discussion1
AwarenessHHH
r-t
ri
4.1c.n
Discipline Area A
Subject Ai
Problem Orientation
SUGGESTED LEARNINGI. StWent-Centered in class
activityA. Create a poster to
communicate why we needclean air, use all cut ortorn letters, substitutemagazine pictures for someletters or words.
B. Create a group posterproject having each childdesign one three footletter of the clean airslogan. The letter coulddepict elements of airpollution with variousmedia - alternate: lettersmay contain collage ormontage material. Materialssketches, markers, cutpaper.
C. Discuss what type of airwould be suitable forkite flying. Make kites.,that could actually beflown. Kite design would''depict air pollution, superheroes or villians.
II. 0CoA.
Ar
on
NG0CoA.
B.
4
supply of clean air is Discipline Area Art
se most organisms Subject Air pollution posters and kite
through respiration, Problem Orientation Clean air Grade 1-3
energy in tfteir .food.
EVESwillte
a
lent:o
SUGGESTED LEARNING EXPERIENCESI. Student-Centered in class II. Outside Resource and. '
activity Community ActivitiesA. Create a poster to A. Collect magazine pictures and
communicate why we need lettering to be used in clean4clean air, use all cut or air posters and collages.
torn letters, substitute B. If there is an open fieldmagazine pictures for some available near your school,letters or words. have students fly their kites.
B. Create a group posterproject having each childdesign one three footletter of the clean airslogan. The letter coulddepict elements of air
,,
pollution-with variousmedia - alternate: lettersmay contain collage ormontage material. Materials,-sketches, markers, cutpaper.
C. Discuss what type of airwould be suitable forkite flying. Make kitesthat could actually beflown. Kite design woulddepict air pollution, superheroes or villians.
3
Resource and Referer MaterialsW:Publications:
"S.I.T.E. A Suggested Answr to thePollution in Art Teacher DevelopMent,"A.W. Beck, it School Arts, 71:36-7,Sept. '71American Iron.ScSteel Institute, InQuest of Cleaner Air & Water, I-C-ERMC"Two Sticker Kites," D. Richter,Arts & Activities, p;.18-20, Apr. '72"Psychedelic Posters," M:F. Bolger,School Arts, p. 40; Sept. '71Brinkley, John, Lettering Today,Reinhold Pub. Co., New York andLondon, 1951"Collage and Color," Kelly*D.. Waldman,bibliography Art News, 70 :44 -7, D '71"Making it in 3-D," -E. Stein, School .
Arts, 71:10-13, 0 '7177RiTed Media Collage," J. Comins,Sepool Arts, 71:10-11 N '71,l,,
1.,
EA& io7Visual:
tI,S2DAnTh.e_Air Pollution Game,.I-C-E RMC
The Alphabet in Art, BAVI
Community:
Conttpued and Additional S
,rials
to the7elopment,"1:36-7,
nte, In, I-C-E
ter,Apr. '72Bolger,1
day,and
Waldman,-7, D '71, School
mins,
Game,
Continued and AdditionalSugZeSted Learning Experiences
/
C 5. An adequate supply of clean air is Discipline Area Art0N essential because most organisms Subject Air poll D 5
CE depend on oxygen, through respiration Problem Orientation
T to release the energy in their food.
Clean
BEHAVIORAL OBJECTIVESCognitive: Student willbe able to draw conclu-sions asrtb"the effectsof airpOliution.
Affective: The studentdetermines the impli-ca ins of polluted air.
Skills to be LearnedPaintingDiscussionObservations
SUGGESTED .LI. Stu ent-Centere In class
activityA. Paint an outau,r scene
1. Discuss uaat would'happen to it if theair became polluted.
2. Overlay a piece ofgray tissue paper tocreate this pollutedair effect.
3. Discuss what.effectthis has on the colors
--and details in thepainting.
NING EXPERIII. Outs]. e
CommunitA, Take
_sketc
y of clean air is
oll ost organisms
Ran -trough respiration*.
7y in their food.
ERIAxle
mitIce
:etc
Discipline Area Art_
Subject Air pollution painting
Problem Orientation Clean air Grade 1-3
SI. Student-CentereactivityA. Paint an outdoor scene
1. Discuss what -nuldhappen to itair became
2. Overlay a piece ofgray tissue paper tocreate this polluteda 7 effect.-
UGGESTED Lin class
3. Discuss what effectthis has on the colorsand details in thepainting.
1
tNING EXPERIENCESII. Outsi e Resource an
Community ActivitiesA. Take students outdoors to do
sketches for their painting.
4
Resource an' Reterence Materia sNIETIcations:
Painting, Zaidenberg AiMayer, Ralph The Artist's Handbookof Materials and. Techniques, 3rd vd.,WEIng Press, New York, 9 0
Audio-Visual:
ontinue' ans Addiciona3.
mai
r
Handbook, 3rd ed.,0
Continued and Additional Suggested Learning Experiences
g
C 6. Natural resources are not equally Discipline Area A0N distributed over the earth orCE time and greatly affect the geo Altic Problem OrientationP
T conditions and .ualit" of life.
er Subject
BEHAVIORAL OBJECTIVESCognitive: T e stu entwill be able to con-struct a scupltureu.,ing natural materials.
Affective: The studentwill be able torecognize sculpturesmade by nat,ire,e.g.trees, snowdrifts,mountains, etc.
SUGGESTED LEARNINGI. Student-Centered in classactivityA. Birch Bark Sculpture
1. Wind blows birch barkoff trees.
/MIMI/ wININMENNMINIIIIIMI
Skills to be LearnedSimple gluing andstapling techniques
2. Collect an adequatesupply.
3. Show film on perceptionfrom Argus Communications(see back),
4. Point out the fantasticshapes the curled barkOakes,
5. Have student examine thepieces of bark combiningtwo or more into theirown fantastic sculptureusing glue and/or staplesto join them together.
Ar not equally Discipline Area Art
Sc h or over Subject Sculpture (scrap wood or metal)Resource
ion -the geographic Problem Orientation Distribution Grade K-3
f life.
ING SUGGESTED LEARNING EXPERIENCESI. 0 -)tudent-Centered in class LI. Outside Resource andCo -tivity Community ActivitiesA. . Birch Bark Sculpture A. An excursion to the woods to
1. Wind blows birch bark collect necessary materials.off trees. Lumberyard
2. Collect an adequate Sawmill wastessupply.
3. Show film on perception .
from Argus Communications(see back),
. Point out the fantasticshapes the-curled barkMakes.
. Have student exam....he thepieces of bark combiningtwo or more into theirown fantastic sculptureusing glue and/or staplesto joi% them together.
--Regource an 'e erence a eria
Publications;nraMasies Curled From Birch Barko"
1
Arts and Activities, Jun.'''65"Children's Sculpture," J. W. Burgner,School Arts, 71:42r4,-0-121Beach Stone Sculpture," School Arts,
Feb., '71"Creating A Construction or Assemblage,'School Arts, Cct. '71"Wood Sculpture in the ElementarySchool," School Arts, Feb..'72"Dried Grass, Nuts, Leaves, Pods,Fern' and Tearels," (Nature Projects),The Instructor, Aug/Sept '69
Audio-Visual:Understandin Modern Scut ture I andIi- Etc Dimens ons Corp.Perception (Argus ComMunications)Using Resources" FilmC240,
I-C-E RMC
on nue' ana 1 10
9
'F
r
1
Bark,"
Burgner,
01 Arts,
-s--einblage )
cary9
D ds ,Djects),
I and-P.ns)lm 240 ,
ugges to earning 17EIT.ences
C0NCEP
T
6. resources are not equally Discipline Area Art
distributed over le earth or over Subject A cer
time and greatly affect the geographic Problem Orientation Resdis
conditions and quality of life.
. H
U0T,0
04
-BEHAVIORAL OBJECTIVESCognitive: The student will beable to identify how nature hasserved as an inspiration forman's artifacts, in realistic,decorative or abstract styles,through the very nature ofthis project, as well asteacher erphasis of th-e-con-cepto
Affective: The StudeAt willappreciate design in nature.
Skills to be LearnedProperties of clay.Basic hand methods ofworking with clay.
SUGGESTED LEARNING EXPEI. Student-Centered in class
activityA.Discuss where leaf designs
are seen other thannature?1. textiles (fabric prints)2. wallpaper3. ceraLic designs
B.Process:1. wedge clay2. roll out 1/4 to 3/8"
thick3. press leaf into clay to
gain leaf texture4. trim away excess clay5. bend edges and stem, if
desired6. pierce hole through stem
to hang leaf upon comple-tion
. let dry8. bisque fire9. add glaze, fire again
:es are not eQuall7 Discipline Area Art
ne earth or over Subject A ceramic leaf
ffect the geographic Problem Orientation Resource Grade ::-3
distributionlity of life.
SUGGESTED LEARNING EXPERIENCESwill be I. Student-Centered in class II. Outside Resource
ature hasp activity and Communityan for A.Discuss vi ere leaf designs Activitiesalistic, are seen other than instyles, nature? A. Gather leavesof 1. textiles (fabric prints) outside
as 2. wallpaper_ con- 3. ceramic designs
B.Process:1. wedge clay2. roll out 1/4 to 3/8"
t will thickature. 3. press leaf into clay to
gain leaf texture4. trim away excess clay5. bend edges and stem, if
desired6. pierce hole through stem
to hang leaf upon comple-tion
7. let dry8. bisque fire9. add glaze, fire again
Resource end Reference Materials Continued and Additional SuggsPublicatior.s:A Ceramic leaf, TodaY's Art(School Edition), Vo. 17 #12Clay is Fur, R. G. Yoder, SchoolArtsEcological Ceramics, C. Heiple,Arts and Activities 69:29-31March '71Ceramics fcr Beginners, Artsand Activities, June '67Clay in the Curriculum, Artsand Activities, March '70Sand Castir.q for 6 Year OldsArts and Activities, Feb. '72Ecological Ceramics, Arts andActivities, March '71Clay Mushrcoms, Arts andActivities, March '71
Audio -Visue l:Crearin4 With Clay, BAVI
Community:
ontinued and Additional Suggested Learning Experiences
O
C 6.
0
C
c)BEHAVIORAL OBJECTIVES 1
Ccgnitive: The studentc7iii5eable to createa visually stimulating
T,0 print using scrap wood.
Natural resources are not
egualii distributed over the Discipline Area Art
earth or over time and greatly Subject Wood
affect the geographic conditions Problem Orientation Reand quality of life. Di
Affcct'.ve: The student willbccomb aware of where nature
tm .iesigns are used in our
c .
evervjay lives.
N Skills to be Learnedg, Basic reliefin Print teclnigues
HHH
SUGGESTED LEARNINGI. Student-Centered in class II
activityA. Wood scrap printing
1. Following basic reliefprint procedures-inkwood scraps and begin i
making prints.2. Use combinations of
shapes. (Stress shapes,colors, texture, andoverlapping of designs.
are not
r the
greatly
Discipline Area Art
Subject Wood (Block Printing)
conditions Problem Orientation ResourceDistribution
GradeK-3
SUGGESTED LEARNING EXPERIENCESI. Student-Centered in class i
activityA. Wood scrap printing
1. Following basic reliefprint procedures-inkwood scraps and beginmaking prints.
2. Use combinations ofshapes. (Stress shapes,'colors, texture, and i
overlapping of designs.)
II. Outside Resource andCommunity ActivitiesA. Collect wood scraps,
plywood, planks,scraps of all shapes,dowels, branches,driftwood, new, usedor weatherbeaten.
B. Have an I.A. teachercome in and show anddiscuss the beautyand grains ofdifferent types ofwood.
Resource end Reference Materials [Continued anu Additional Sug, !
Publicaticns:! (Publications Con' t)Woodcut, farry Sternberg1 Linoleum block prints , Redu
Pitman Punishing Co.I Cardboard-relief prints, Ar
Prints Without Cutting,i !Relief prints using found m
School Arts Dec. 701 Relief prints with soa,Art
Printmakirg, Dona Z. Meilach! Print your street,Arts and
Pitman Punishing Co.Prints Frcm Linoleum and 1
Woodcuts, Manly BanisterSterling rub. Co. N.Y.Just Ink and Print withFruit or Vegetable, Sunset147-152 N'71(Con't)Audio-Visual:Film strips;
at...111241.1414.02=11342Visua /iCs to io1909 Ave. 2Huntsville, Texaslo Art of Seeing (space)liarren Schloat Pro. Inc.
Ccmnunitv:Lumber Conpany
gals 'Continued and Additional Suggested Lea-ening Experiences
(Publications Con't)Linoleum block prints , Reduction prints,Cardboard relief prints, Arts and Act. Nov. 63
Reliet 15FITTEgTiling found materialsReliet prints with soap,Arts and Act. Nov. 71
,Print your street,Arts and Act. Oct. 70
wU1
I-4
4.)
oai
0
a,
C 6. Natural resources are not equally Discipline A-tea Art0N distributed over the earth or over SubjectC
E time and gre'atly affect the geography Problem Orientation DPT conditions and quality of life.
BEHAVIORAL OBJECTIVESCognitive: The studentwill compose a pictureutilizing the rubtextures he has obtained
Affective: The studentwill bccEin,.2 more aware otextures anddifferent aspectsof nature by workingin direct contactwith them.
Skills to be LearnedThe use of the simplerubbing technique toduplicate complextexture.
SUGGESTED LEARNING EI. Student-Centered in class II. Ou
activity Cora
A. Texture rubbings1. Make a variety of
crayon rubbing fromnature (one might alsoinclude other interest-ing textures).
2. Using rubbings,ctit out suggestedshapes (e.g. treetexture, a tree crosshatch texture, bodyof a fish, roughstipple texture, asnake, etc.)
3. Glue these shapes toa background piece ofpaper to create apicture.
B. Develop a design consist-ing of six or seven re-lated shapes.
C. Create textured patternsby using various combina-tions of pen strokes.(crosshatching, stippling,variations and combination )
..es
the
ar f..._
al
ntire
inel
nt
r -a 1
2es are not equally Discipline Area Art
the earth o. over Subject CEilyanRubbings (texture)Resource
affect the 1,,eography Problem Orientation Distribution Grade K-3
al
ntire
:fined
nt
0
SUGGESTED LEARNING EXPEC,IENCESII. Outside Resource and
Community Activities
I. Student-Centered in classactivityA. Texture rubbings
1. Make a variety ofcrayon rubbing fromnature (one might alsoinclude other interest-ing textures).
2. Using rubbings,cut out suggestedshapes (e.g. treetexture, a tree crosshatch texture, bodyof a fish, roughstipple texture, asnake, etc.)
3. Glue these shapes toa background piece ofpaper to create apicture.
B. Develop a design consist-ing of six or seven re-lated shapes.
C. Create textured patternsby using various combina-tions of pen strokes.(crosshatching, stippling,vari:Ati)ns and combination
Resource and Reference MaterialsPublications:fETErs a Rub Arts and Act, Janitz
Audio- Visual:The Art of Seeing (Texture) fromWarren Se-17610ot Pro. Inc."Environmental Awareness-Texture,"(KT 16) I-C-E RMCnsccvering Texture, BAVI
Community:
Continued and Additional SuAg
lls
itz
DM
. 11
Continued and Additional Suggested Learning_ Ex_weriences
C 7. Factors such as facilitating0M trarsT)ortation, economic conditions,CE poptaation growth, and increasedP
T leisure time have a great influenceon changes in land use and centers21_1.1:1T_,latjon density.
BEHAVIORAL s'?7;JECTIVESCognitive: The student2will recognize thecharacteristics of a snowvehicle and illustratethese in their work.
Affective: The studentshould be aware of thegoon' & bad effects ofthe snowmobile.
Skills to be LearnedDiscussionDrawingPaintingAwareness
Discipline Area Art
Subject Draw'
Problem Orientatio:
Po
SUGGESTED LEARNING"I. Student-Centered in class
activityA. Snow-nobiies are a new
form of transportationand recreation andnecessitates changesin land use. Kids lovedrawing & paintingsnowmobiles in theirpictures so plan alesson based on snow-mobiles. First discussthe good and bad aspect?of snowmobiles.
B. Have students draw crpaint pictures of snow-mobiles,
acilitating
:mic conditions, Discipline Area Art
Fd inc-vlsed Subject Drawing & Painting
rest influence Problem Orientation Land Use Trans- Grade K-3
Le and centers portation
SUGGESTED LEARNING EXPERIENCES. Student-Centered in class II. Outside Resource and
activity Community ActivitiesA. Snowmobiles are a new A. Observe snowmobiles
form, of transportation being used.and recreatiin andnecessitates changesin land use. Kids lovedrawing & paintingsnowmobiles in theirpictures so plan alesson based on snow-mobiles. First discussthe good and bad aspectsof snowmobiles.
B. Have students draw orpaint pictures of snow-mobiles,
Resource and Reference Materials Continued and Additional SuggestedPublicatior.s:
Audio-75suEl:Posters & Lanuals from presentmanufacturers.
Community:
nu
4,
:nued and Additional Suggested Learning Experiencesi
I 1
«
C 7. Factors such as facilitating f.
0N transportation, economic conditions, Discipline Area no
CE population growth, and increased Subject an
PT leisure time have a great influence Problem Orientat
on chanaes in land use and centers us
of population density .tv
BEHAVIORAL OBJECTIVES ISUGGESTED LE 7rI
Cormitive: The student I. Student-Centered in class nt
recognizes and illustrates activity :ra
characteristics of high- A. Create a simple collag _gh
way designs & sees that by gluing yarn or stri .at
they are planned for onto paper or tagboard
specific reasons. in design representat2of highway patterns s
Affective: The student on maps, films, or ou
learns to appreciate side on field trips.
designs as art.
Skills to be LearnedGluiry yarn or stringObservation.
facilitating
nomic conditions,
and increased
great influenceuse and centersty.
Discipline Area Art
Subject Collage
Problem Orientation Transportation Grade K-3
:TIMES SUGGESTED LEARNING EXPERIENCES
,nt I. Student-Centered in class II. Outside Resource and
:rates activity Community ActivitiesA. Create a simple collage A. Field trip to area
_gh-lat
_ni-
by gluing yarn or stringonto paper or tagboardin design representativeof highway patterns seenon maps, films, or out-side on field trips.
with highway,preferably one withturn-off, interchanges,or clover-leaf.
B. Have class bring inhighway maps andobserve patterns.
ResourcE and Reference MaterialsPublications:
Audio-Visual:Ei.juway raps
CommJnit:
Continued and Additional Suggested
Continued and Additional Suggested Learning Experiences
C 7. Factors such as facilitating0N transportation, economic conditions,CE population growth, and increased
T leisure time have a great influenceon changes in land use and centersof soulation density.
BEHAVIORAL OBJECTIVESw Cognitive: The student
0I eetermineE implications; of a particular happeningHor situat4on on hisenvironnert and devisesa plan for adjustment.
a$4 Affective: The student
is alert to effects ofvarious conditions on
ul a neipThL-orhood.H00N
L11
HHH0H4J.HE-1
Skills to be LearnedConstruction of variouselements within city.Ohservation.
Discipline Area
Subect
Problem Orientati
SUGGESTED LEA.I. Student-Centered in class
activityA. The class can create a
miniature:: model neighborhood on a table top orin a sandbox using avariety of media:clay animals, toy cars,boats, box houses, pipecleaner fences,
B. A 'what if possibilityis given & the studentsare required to make thenecessary changes intheir model neighborhoocExample:1. What if a proposed hi
way is planned to goright through the neiboyhood?
2. What if there was a
sudden influx of peoLinto the area?
yeany
3n:
JEC
ud(
,ti(ppi
vi:3n-
udi
s
0:
.ed
ri(
ty
h as facilitating__
economic conditions, Discipline Area Art
'th, and increased Subject Sculpture
.ve a great influenceand use and centers-?.nsty_i
JECTIVESudent.`ions.ppenings
vises'ent.
udents ofon
Problem Orientation Land Use Grade, T:- 3
led
riousty.
SUGGESTED LEARNING EXPERIENCESI. Student-Centered in.class II.
activityA. The class can create a
mininturc: molia neighbor-hood on a table top orin a sandbox using avariety of media:clay animals, toy cars,boats, box houses, pipecleaner fences,
B. A "what if" possibilityis given & the studentsare required to make thenecessary changes intheir model neighborhood.Example:1. What if a proposed higH-
way is planned to goright through the neighborhood?
2. What if there was asudden influx of peopl,i,into the area?
Outside Resource andCommunity ActivitiesA. Field trip to see
what things can beinclusL4 in a modelAcighbc"?ood. Perhapscone.nce: trips toaid ",shat if" solution.
Resource and Reference Materials Continued and Additional SPublications:A Study in Environment,Leano Nalle School ArtsApril 72 (building minilandscapes)Cardboard City, Mixed MediaRR. Guthrie School Arts 68:32-BS 68Our Man Made Envircnment,Bk. 7120-Q-C4 1..:C-E AMC
Auclio-Visual:,Creating With' Clay B.F.A.
BAVI
Community:
is
B
Continued and Additional Suggested Learning Experiences
c'I
,,-)
Basic sculpture techniques.s
-_,
Si
C-tr)
C 8. Cultural, economic, social,0N and political factors determineCE status of man's values andPT attituees toward his environment.
BEHAVIORAL OBJECTIVESCognitive: Through theproject the student willdraw conclusions in termsof his environment.
Affective: The studentbecomes more sensitiveto his environment.
Skills to he Learned
Discipline Area Art
Subject Env
Problem Orientation
SUGGESTED LEARNIN. Student-Centered in classactivityA. Go outside and collect
materials you find inyour environment such aswoodscraps, cans, objectsfrom a junk yard, rocks,leaves, etc.
B. Create a sculpture fromthem. (Refer to WarrenScholat. UnderstandingSculpture I and II orif not available resources'on back). Have each pieceof art show one of thefollowing; (Student choice)1. How ugly your environ-
ment is.2. How beautiful your
environment is.3. How it makes you feel.4. The joy or sadness of i_.5. How time changes your
environment.
s.
det
ar
nvi
t
:nv
social,
determine
and
nvironment.
!IN
Discipline Area Art
Subject Environmental Sculpture
Problem Orientation Land US4.1. %. Grade K-3
SUGGESTED LEARNING 7XPERIENCESI. Student-Centered in class II. Outside Resource and
activityA. Go'outside and collect
materials you find inyour environment such aswoodscraps, cans, objectsfrom a junk yard, rocks,leaves, etc.
B. Create a sculpture fromthem. (Refer to WarrenScholat. UnderstandingSculpture I and II orif not available resourceson back). Have each pieceof art show one of the=ollowing:(Student choice):.. How ugly your environ-
ment is.*e.. How beautiful your
environment is.3. How it makes yo" feel.4. The joy or sadness of i .
5. How time changes yourenvironment.
Community ActivitiesA. The student materials
may be obtained atthe following:(these are suggestionsonly)1. Beach2. Woods3. Junk yard4. Junk from home5. Saw mill or lumber
yard6. Anywhere the student
may find them.
1
Resource and Reference Materials Continued and Additional SuggesPublications:Creative Uses of Scrlp_Material ,
R. G. ewie School Arts 69:11 F'70Childrens Sculpture, J. W. EuxgrerSchool Arts 71:42-4 071
Audio- \isual:Introduction to Sculpturenethods B.F.A. BAVI
Community:
:ontinued and Additional Suggested Learning Experiences
C 8. Cultural, economic, social,0N and_rolitical factors determineCE status of man's values and attitudesPT toward his environment.
BEEAVIORAL OBJECTIVES
Discipline Area Art
Subject Torn
Problem Orientation
SUGGESTED LEARNINGCognitive: The student
commercial
environ-
I. Student-Centered in classactivityTorn paper muralA. Students should tear out
all portions of theirmurals. No scissors orknives may be used.
interprets data relativeto a environmentalinto a torn paper mural.
Affective: The student.shows awareness ofmental commericals. B. The subject matter
the mural may be aof
Skills to be Learned commercial. Many of
Torn o4er skillsMural ccmposition
the commercials suchas the "Susy Spotless"commercial that have anenvironmental base wouldbe possible subjects forthe mural.
C. All torn parts may thenbe placed on a largebulletin board or onthe wall in the hallway.
Stxact
101
ne Discipline Area Art
:itudes Subject Torn Paper Mural Depicting
Problem Orientation Commercinls Grade: K-3
SUGGESTED LEARNING EXPERIENCESStudent-Centered in classactivityTorn paper muralA. Students should tear out
all portions of theirmurals. No scissors orknives may be used.
B. The subject matter ofthe mural may be acommercial. Many ofthe commercials suchas the "Susy Spotless"commercial that have anenvironmental base wouldbe possible subjects forthe mural.
C. All torn parts may then
be placed on a largebulletin board or onthe wall in the hallway.
II. Outside Resource andCommunity ActivitiesA. Students should
be asked to beaware of environ-mental commercialsand watch for themas they watch TV.
Resource and Re crence Materia s Continua an' AdditionPdblications:"Humanizing the school withchildren's art", Lewis and Clarkschool, St. Louis, V. T. MealyInstr. 79:55 May '78"TH-Me courtyard with an artstudent: Little Boys, big boxes",E. Deutsch, Arts & Activities,69:40-1 Feb.-71"School Mural", N. K. Rockwell,School Arts, 69:16-17 Feb. '70'Textured Mural", L. Olson,Grade Teacher, 8S:82-3 Feb. '72"Winter Sports Festival: papertearing activity", M. M. MinerInstr. 80-48 F '71
Audio-Visual:Torn Paper, BAVI
Community:
11
rk
Continu an Additiona uwcste earning Experiences
I
HHH
C 9. Man has the ability to manage,0N manipulate, and change hisCE environment.PT
Discipline Area
Subject
Problem Orientat.piratio
BEHAVIORAL OBJECTIVESCognitive: The studenttranslates a design ofnature into a textiledesign.
Affective: Activelyparticipates in creatinga textile design.
:rills to be LearnedB0j1C xelief printingt chnicues.Rnythm in design
SUGGESTED LET.I. Student-Centered in class
activityA. Many patterns that
occur in nature, manadapts to his life insculptural forms, colcusage, and textile desiTo see how this is donewe will use a potatoprint.
B. Armed with drawing pareand pencils, go outsideand sketch interestingpatterns that occurin nature. eg. Floraldesign, leaves, texturemushroom, branches, etc
C. Back in the classroom cthe design you like bes
D. Cut a potato in half aonto the exposed part oyour potato draw your cl,
E. Cut around your designso it is in relief.
F. Paint relief surface antprint c'n a sheet of p;:p,
G. Continue repeating del(Cc;.'t)
-..,,ni
a
I
atio
LET.
ss
n
lc
esione
ape1e
rig
1.
are
?.tc
n c
)es
a0d.
In
ani
'na.e,
Discipline Area Art.
Subject Overall Environment Design
Problem Orientation Nature As An Ins- Grade 1-3piration for Overall Design
SUGGESTED LEARNING EXPERIENCESE. Student-Centered in class
activityA. Many patterns that
occur in nature, manadapts to his life insculptural forms, colorusage, and textile designs.To see how this is donewe will use a potatoprint.
B. Armed with drawing paperand pencils, go outsideand sketch interestingpatterns that occurin nature. eg. Floraldesign, leaves, textures,mushroom, branches, etc.
C. Back in the classroom coosthe design you like best.
D. Cut a potato in half andonto the exposed part ofyour potato draw your desig
E. Cut around your designso it is in relief.
F. Paint relief surface andprint cn a sheet of paper
G. Continue repeating deign(Co;.' t)
I I. Outside Resource andCommunity ActivitiesA. Get a wallpaper
sample book to showoverall patterns anddesigns utilized fromnature.
Resource and Reference materials I Continued and Additional Suggested LearPublications: (Con't from I. G.)
so you have an overall pattern such asdesign.Note: Color of design may be kept theprinted in different colors.
Audio-Visual:how to Make Potato Prints, B.F.A.Available for rental fromBAVI
Community:
ar
as
he
rials Continued and Additional Suggested Learning Experiences(Con't from I. G.)so you have an overall pattern such as a textiledesign.Note: Color of design may be kept the same orprinted in different colors.
B.F.A.
C 9. Man has the ability to manage,0N manipulate, and change hisCE environment.PT
Discipline Area Art
Subject Constructi
Problem Orientation Urban En
BEHAVIORAL OBJECTIVESCognitive: The studentrecognizes the character-istics of the structureof the city.
Affective: The studentbeccmes conscious of themake-up of a city.
Skills to be LearnedConstructionCuttingPasting
SUGGESTED LEARNING EXPERI. Student-Centered in class II. Out
activity Com
A. Make a city A.
1. Cut out pictures ofpeople, buildings, B.
trees, cars, anythil.that's found in yourcity.
2. Paste a piece of card-board on the back,
3. Draw blocks and street,manhole covers on abig piece of cardboardor the bottom of a lar
box.4. Assemble your pictures
and place them in thecity in their anprc-priate places.
th
an
C
stc'
tx
stDUE
1_ tS
ti
n
TPwt:om
k.
3.
the ability to manage,
and change his Discipline Area Art
Subject Construction
Problem Orientation Urban Environment Grade 1-3
OBJECTIVES SUGGESTED LEARNING EXPERIENCESstudentcharact er-;tructure
student_Ais of theLtv.
,:arned
I. Student-Centered in class II. Outside Resource andactivity Community ActivitiesA. Make a city A. Collect magazines,
1. Cut out pictures ofpeople, buildings,trees, cars, anythingthat's found in yourcity.
2. Paste a piece of card-board on the back.
3. Draw blocks and streetA,manhole covers on abig piece of cardboardor the bottom of a largebox.
4. Assemble your picturesand place them in thecity in their apprc-priate places.
newspapers.B. Have the students
take note of thestreets and areaaround them on theirway to and from school.
Pesourco and Reference MaterialsPublications:"Community Planning Handbook"#110 I-C-E RMCGi"A Place to Live "#110 A RMC
Communit:
Continued and Additional Suggested Learninc Is
Continued and Additional Suggested Learning Experiences
to
C.)
4i0
1-4
(I)
0g4
C
tfm0
N
in
. 4
4
C 9. Mar. ability to0N manipulate, and change his Discipline A'CE envircnment. Subjc:r!tPT
Problem Orien
bEHAVIORAL OBJECTIVESCocni*ive: The studentinterprets how man .sable to control hisenvironment through theanalogy of a piece ofclay.
Affective: The studentbecomes ccrsitive to theneed to ccrtrol ourenvironment.
Skills to 1e LearnedIncreasing manualdcxterity.&sic clay workingtechniques.
I.
T
SUGG1STEDStudent-Centered in clactivityA. How do you explain
-8 year old childman can change andinulate his environthrough an art trojThe answer:By usingof the most manipolzm'diums known to arclay.
B. Each student :ill begiven a block of clz(size depends on qu-available)
C. This block of clayto form whatever thejust as our environsours to form whatevewish. If the studenmanipulates and chanhis clay with crre athought, he will comeforth with a rewardiproduct, if not-disaThe same thing hoidc4with us and our env(1:olLo: when conic tl
the (:,vionmental le
as the abilityLlnnage,.
- and change his
nt.
Discipline Area Art
Subject Clay- The Manipulative Medium
Problem Orientation How Can Clay ShowGrade 1-3That We Can Manipulate Our Environment?
:AL OBJECTIVESstudent
)14 man isof his-hrough thepiece of
e studenttive to theol our
SUGGESTED LEARNING EXPERIENCES
Learnedinual
)rking
I. Student-Centered in classactivity
A. How do you explain to a5-8 year old child thatman can change and man-ipulate his environmentthrough an art project?The answer:By using oneof the most manipulativemediums known to art--clay.
B. Each student will begiven a block of clay(size depends on qu-- Ltyavailable)
C. This block of clay thei sto form whatever they wish,just as our environment isours to form whateve:: wewish. If the studentmanipulates and changeshis clay with care andthought, he will comeforth with a rewardingproduct, if not-disaster.The same thing holds truewits 6 and our environmen .
(note: when doing tl.is pro cctthe ellvionmental lesson (
II. Outside Resource andCommunity ActivitiesA. If the area is
condusive, havethe students gooutdoors and getyour own clay.
Resource and Reference Materials Continued and Additional SuggestedPublications: (Con't from I. )
"Clay is Fun': R. A. Yoder, must be taught or the project is wSchool Arts, p.20-1 Oct. '71"It Just Happened,.Clay Modeling"Arts & Activities 69: 22-4 Mr. '71
Audio-Visual:"creating With Clay,"B.F.A.Available for rental fromBAVI
Community:
--It
'10
-4
: -iterials Continued and Additional Suggested Learning Experiences(Con't from I. )
imust be taught or the project s worthless)'71
Modeling"-4 Mr. '71
71.
ra
C 10. Short- term economic gains may0N produce long-term environmentalCE losses.PT
BEHAVIORAL OBJECTIVESCognitive: Students will learnto conserve by being cut off ofmaterials if they over-use.
Affective: Students will learnthe wisdom of looking ahead.
Skills tc be LearnedStudents will learn how tostore equipment properly.Students will learn printing,painting or mosaics.
Discipline Area Ar
Subject Mul nmi
Problem Orientation
SUGGESTED LEARNING EI, Student-Centered in class II.
activityA. Wastefulness - student
should be given materialsthat are to last for acertain amount of time(ex. a two day project.They are given an amountof paper, paint, glue,etc.) If students useall the first day, theyhave nothing for secondday. (A project such asprinting or mosaics oreven painting would serveas a front for thishidden message.
_a:
f
c gains ma Discipline Area Art
4u1 nmental Subject Multi-Media
Problem Orientation short-long Gradeterm factors
1-3
SUGGESTED LEARNING EXPERIENCESearnf of
earn
T., Student-Centered in classactivityA. Wastefulness student
should be given materialsthat are to last for acertain amount of time(ex. a two day project.They are given an amountof paper, paint, glue,etc.) If students useall the first day, theyhave nothing for secondday. (A project such asprinting or mosaics oreven painting would serveas a front for thishidden message.
II. Outside Resource andCommunity ActivitiesA. Have students talk
to parents about howmaterials may Ipeover-used or wastedin their jobs.Report back to class.
B. Take a trip to spotcommunity problemscaused by usingmaterials without"thought for thamorrow"
Resource and Reference MaterialsPublicaticns:"Printing: Plant Prints" I. Geary,Instructor, p. 94, June '71The Diligent Destroyer (150)Laycock, George, 1970 (LA )
"Printmaking for Primary Grades"il. Arts & Activities, R. A. Daniel70:28-9, Cct. '71"Hand-made Slices: Whetstone forPerceptual Activity:, E. Scott,2'rts & Activities, p. 30-1, Ap.'72"creative Photography Without Film",Richard Latta, Design, p. 28-29,Summer, '72"Happy Way to Printmaking; Styro-foam Experiments", E. Deutsch,Arts & Activities, p. 32-33, Ap.'70"Plastic Prints Are Neat!" M. Saxer,Arts & Activities, p. 14-16, Ju.'69
Audio-Visual:Maud & His EnvironmentKT 4 Project I-C-E RMC
C.o...utiunity:
Continued and Additional Suggested Lear
3s1Jar
:ol
.
Fj
rc
a rials
as"Daniel
:or
o.'72Film",9,
.7ro-
Saxer,u.'69
Continued and Additional Suggested Learning Experiences
C 11. Individual acts, duplicted or0N compounded, produce significant Discipline Area Art
CE environmental alterations overP
T time.
Subject Group
as
or
Problem Orientation Indati
BEAVIORAL OBJECTIVESCognitive: Through theseprojects, the studentapplies principle ofcombinira individualacts to rake a whole.
Affective: The studentaccepts the responsibilityof individual work todevelop the whole.
Skills tc be LearnedConstructionObservationriscussicnPaintingGroup planning &cooperationMural corstruction
SUGGESTED LEARNINGI. Student-Centered in class II
activityA. Students will do a mural
as a group.1. Each person is assigned
a particular section2. The mural won't be
completed until eachindividual has donehis share.
3. Mural can be drawn,colored, or painted.
B. Each student makes oneChristmas ornament todecorate a tree for theChristmas holidays.
C. Each student saves andbrings bottoms of eggcartons of the samecolor to tile ceilingfor attractiveness andacoustics. ( Semesterto complete)
D. Gather loose stones, rocks,etc. in school yard. Groulp
to form a rock garden out-side.
:aal acts, duplicted or
produce significant Discipline Area Art
i alterations over Subject Group Design
i3JECTIVES
gh thesedentof
Jal-)1e.
:,dent
nsibilityto
red
Problem Orientation Individual _-alter- Grade K-3ations
SUGGESTED LEARNING EXPERIENCESI. Student Centered in class
activityII. Outside Resource and
Community ActivitiesA. Students will do a mural
as a group.A. Group effort to
obtain a tree1. Each person is assigned
a particular section2. The mural won't be
completed until eachindividual has donehis share.
3. Mural can be drawn,colored, or painted.
B. Compare acousticsin various communitybuildings, such asswimming pool, church,theatres, school,gymnasium, lunchroom,etc.
B. Each student makes oneChristmas ornament todecorate a tree for theChristmas holidays.
C. Each student saves andbrings bottoms of eggcartons of the samecolor to ceilingfor attractiveness andacoustics. ( Semesterto complete)
D. Gather loose stones, rocks,etc. in school yard. GroulDto form a rock garden out-side.
Resource and Reference Materials Continued aim AdditionalPublications:"Humanizing the School With Child-ren's Art", Lewis & Clark School,St. Louis. V. T. Mealy, Instructor,79:55 MY '70"In the Courtyard with an ArtStudent Little Boxes - Big Boxes:E. Deutsch. Arts & Activities69:40-1 F. '71"Design Experiments with NaturalMaterials", R. Moore, il. SchoolArts 68:16-17 MR. '69"Paint a What? Paint a Bus!",B. J. Erdahl, School Arts, p. 12-13Nov. '71"Textured rural ", L. Olson, GradeTeacher, p. 82-83, Feb. '72.wiriang City Walls", L. Friedman,School Arts, p. 28-29, Jan. '70."School Mural", N.K. Rockwell,School Arts, p. 16-17, Feb. '70.
Audio-Visual:"Rag Tapestry" (wall hanging) film
International Film Foundation475 i'ifth Ave., Suite 916New York, N.Y. 10017
"Using Community R:,sources"Films 240 Project I.C.E RMC
Community:G5mmunity Buldings
Art :..luseu,i1 to view murals.
erials
Child-chool,tractor,
rtBoxes:es
turalchool
12-13
Grade
riedman,'70.
11,
'70.
g) filmLion
IC
Continued -a-19 Additional Suggested Learning Experiences
C 12. Pr:.vate ownership must be0N regarded as a stewardshiCE not encroach upon or violate theP
T indiviCual right of others.
Discipline Area Art
and should Subject Drawing a
Problem Orientation Stewarand ri
BEHAVICRAL OBJECTIVESCognitive: Students should beable to nare stewards of theland.Students sYould come to knowwhat animals, birds, etc.are becoming extinct andwhy by doing these activities.
Afiective: Students shouldbecome aware of the selfishaftitudes of some peoplewaen it cores to privateownership (11d personal rights.
SUGGESTED LEARNING EXPER
Skills to be LearnedDrawillgPaper foldingIdea organizationBlock printing
I. Student-Centered in.class II.
activityA. Flip book
1. Compile a book con-taining people whoare stewards of ourenvironment.
2. Pictures may be cutfrom a catalog ordrawn.
3. Could also put in eachperson's hand the thingthey have control of.
B. Promotion of extinctanimals e.g. owls, eagle,hawk.1. Make drawings three
dimensional by folding.2. Do these things while
telling kids to protectsuch animals.
C. Block print mottos.Students should contrivemottos and print them in aplace they might be easilyobserved.
ar
ER
nip must be Discipline Area Art
rdshi and should Subject Drawing and printing
r violate the Problem Orientation Stewardship Grade K-3and rights
others.
-r.S
ould bef the
knowc.dvities.
ouldfish
erights.
SUGGESTED LEARNING EXPERIENCESI. Student-Centered in class II. Outside Resourr:e and
activity ActivitiesA. Flip book
1. Compile a book con- A. Project could betaining people who done in conjunctionare stewards of our with social studiesenvironment. using:
2. Pictures may be cut 1. Neighboeloodfrom a catalog or stewardsdrawn. 2. Community
3. Could also put in each stewards, studentsperson's hand the thing 3. mom and dad.they have control of. 3. Forest st.iward
B. Promotion of extinct picnicers,animals e.g. owls, eagle, campershawk. B. With Science Dept.1. Make drawings three have children
dimensional by folding. discover hoy these2. Do these thing: while animals really lcok
telling kids to r_rotect - have them bringsuch animals. in pictures.
C. Block print mottos.Students should contrivemottos and print them in aplace they might be easilyobserved.
Resource and Reference MaterialsPublications:McGraw Hill Study Prints, Kit #19
Project I-C-E RMCConservation 2 Picture Discussion KitAmericEn Petroleum Institute, 1965
"Monoprirts in Color", P. CarrubaArts & Activities, p. 41, Dec. '70"3 Color Cardboard Printmaking", E.Deutsch, Arts & Activities, p. 34-5,AD. '71"PapercrEfts and Mobiles", R.1-rlmuttEr, Teaching ExceptionalChildren, p 134-41, Spring '72"Print with Egg Cartons", S. Rolle,Arts & Activities, p. 35, Sept. '71Making a Cardboard Print", L.Palmatiet, Todays Education, p. CC,Nov. '71"Just InK and Print With Fruit orVegetable s" Sunset 147-152 N. '71" Printmaking for Primary Grades"R. A. Dariel, Arts and Activities70:28-9 C. '71
Audio-Visual:
Commun4ty:
Continued and Additional Suggested
ials
19
Dn Kit1965
Da'70, E.
34-5,
lle,'71
66,
Dr'71
Continued and Additional Suggested Learning Experiences
PRCJECT I-C-E Episode Evaluation Form (Reproduce or du
In commenting on each episode used inform. Feel free to adapt it and add moryour critiques and comments - negative ahand column, please rate (poor, good, exmake specific comments or suggestions ifvided to help us make this a more usable
Please fill ia:Subject:
Grade:
Concept No. Used:
Poor Good Exc.
301
-1
M.
d
I. Behavioral ObjectivesA. Cognitive:
B. Affective:
II. Skills Developed
III. Suggested Learning ExperiencesA. In Class:
B. Outside & Commaity Activities:
IV. Suggested Resource & Reference Materials(specific suggestions & comments)
01
:e:
esu g
Ser
-ode Evaluation Form (Reproduce or duplicate as needed)
a commenting on each episode used in your class, please use thisn. Feel free to adapt it and add more pages. Let us know allr critiques and comments - negative and positive. In the left-d column, please rate (poor, good, excellent) each item. Also,, specific comments or suggestions if possible in the space pro-od to help us make this a more usable guide. thank you.
Objectivese:
loped
earning Experiences
& Community Activities:
'source & Reference Materialsuggestions & comments)
Proj..:t I-C-EServing Schools in CESA 3-8-9
1927 Main StreetGreen Bay, WI 54301
