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rDOCUMENT RESUME
ED 079 149 SE 016 537
-AUTHOR Warpinski, RobertTITLE A Supplementary Program for Environmental Education,
Art, Grade 7-9.INSTITUTION Project I-CE, Green Bay, Wis.SPONS AGENCY Bureau of Elementary and Secondary Education
(DHEW/OE), Washington, D.C.PUB DATE 72'NOTE 9ap.
EDRS PRICE MF-$0.65 HC-$3.29DESCRIPTORS *Art; Behavioral Objectives; *Environmental
Education; Fundamental Concepts; InstructionalMaterials; Interdisciplinary Approach; LearningActivities; *Lesson Plans; *Secondary Grades;*Teaching Guides
IDENTIFIERS ESEA Title III-It-
ABSTRACTPresented in this teacher's guide for grades seven
through nine are lesson plans and ideas for integrating art andenvironmental education. Each lesson originates with a fundamentalconcept pertaining to the environment and states, in addition, itsdiscipline area, subject area, and problem orientation. Followingthis, behavioral objectives and suggested learning experiences areoutlined. Behavioral objectives include cognitive and affectiveobjectives and skills to be learned, while learning experiences liststudent-centered in-class 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 appripriate times. This work was prepared under an ESEATitle III contract for Project I-C-E(Instruction-Curriculum-Environmen..), (BL)
,
OW
V
PREFACE
"Oikus" for house is the Greek origin of the term "ecology"studies our house--whatever or wherever it may be. Like an uexpand or contract to fit many ranges--natural and man-made.envirorments, our many "houses" if we omit rancor and cite locomplexities. Cur "oikus" uses the insights of all subjects.multidisciplinary program like ours necessarily results. Alsa long time, our program ranges K thru 12. The environment mvalues. These values have their origin in the "oikus" of ourminds. Let us become masters of our house by replacing the Gwith nInow thyself and thine house."
1. Written and designed by your fellow teachers, this guideto fit appropriately into existing, logical course content
2. Each page or episode offers suggestions. Knowing your :Auto adapt or adopt. Limitless chances are here for your exMany episodes are self contained, some open-minded, stilldeveloped over a few days.
3. Try these episodes, but please pre-plan. Why? Simply, no12EFEUFFIFUNEWill work unless viewed in the context o
4. React to this guide with scratch ideas and notes on the ep5. After using an episode, fill out the attached evaluation
duplicate, or request more of effeii.eilms. Send them singWe sincerely want your reactions or suggestions--negativeevaluations are the key in telling us 'what works" and inthe guides.
TERMS AND ABBREVIATIONS
ICE RMC is Project ICE Resource Materials Center serving alschool districts in CESA 3, 8, and 9. Check the Project ICEresources. Cur address and phone number is on this guide's cor call us for any materials or help.
BAVI is Bureau of Audio Visual Instruction, 1327 UniversitMadison, Wisconsin 53701 (Phone: 608-262-1644).
Cognitive means a measurable mental skill, ability, or proAffective refers to student attitudes, values, and feelings
in uie.
to:tsi.:
Alsit mour
ie G
le i:entstu: exLt.11
noo
ep)n fding!.ye
PREFACE
or house is the Greek origin of the term "ecology". Environmental educationhouse--whatever or wherever it may be. Like an umbrella, our house can
ontract to fit many ranges--natural and man-made. De can add quality to ours, our many "houses" if we omit rancor and cite long range gains, costs, ands. Cur " oikus" uses the insights of all subjects. Thus, a rational, positive,linary program like ours necessarily results. Also, since attitudes grow over, our program ranges K thru 12. The environment mirrors our attitudes orese values have their origin In the "oikus" of our collective and individualus become masters of our house by replacing the G:eek adage of "Know thyself"thyself and thine house."
and designed by your fellow teachers, this guide is supplementary in nature--ppropriately into existing, logical course content..e or episode offers suggestions. Knowing your students best, you decide whator adopt. Limitless chances are here for your experimentation and usage.sodes are self contained, some open-minded, still others can be" changed ord over a few days.e episodes, but please pre-plan. Why? Simply, no guide has all the answers,urricu um will work unless viewed in the context of your students.this guide with scratch ideas and notes on the episode pages.ing an episode, fill out the attached evaluation form in the back. Use,e, or request mo7g7FEffegeTaiiii73WriEgEWIEE5Or
collectively to us.rely want your reactions or suggestions--negative and positive. Yourons are the key in telling us 'what works" and in aiding our revisions ofes,
altCE
c
3 it
?roings
.m6 OD MI OD
IGBREVIATIONS
s Project ICE Resource Materials Center serving all public and non-publicricts in CESA 77zTall 9. Check the Project ICE Bibliography of availableCur address and phone number is on this guide's cover. Feel free to writefor any materials or help.
ireau of Audio Visual Instructica, 1327 University Avenue, P. C. Box 2093,sconsin 53701 (Phone: 608-262-1644).means a measurable mental skill, ability, or process based on factual data.-refers to student attitudes, values, and feelings.
ACKNOWLEDGEMENTS: The following teachers and consultants participateet the Supplementary Environmental Education Guide
CESA #3 CESA #8D. C. Aderholi, Bonduel Mary Anders, Winneconne.John Anderson, Peshtigo Robert Becker, Fox Valley (L)Walter Anderson, loausaukee Mary Chriss, HortonvilleBonnie Beamer, Coleman Cliff Christensen, WinneconneMerlyn Blonde, Shawn() Kenneth Couillard, HortonvilleR. A. Dirks, Gillett Raymond Emerich, HortonvilleDennis Dobrzenski, Uhite Lake Mike Ercegovac, WinneconneLeRoy Gerl, Oconto Dona Geeding, MenashaKaren Grunwald, St. James (L) Donald Hale, WinneconneWilliam Harper, Lena James Huss, FreedomSister Claudette, St. Charles Sister Lois Jonet, Holy AngelsErvin Kunesh, Aarinette Kenneth Kappell, St. AloysiusKathleen LeBreck, Oconto Kenneth Keliher, AppletonP. E. Lewicki, Gillett Everett Klinzing, New LondonDorothy C'Brien, Wausaukee Fred Krueger, OshkoshTerry Otto, St. John (L) Jim Krueger, WinneconneArthur Paulson, Cconto FallsMarie Prochaska, LenaChristine Proctor, VausaukeeArthur Schelk, SuringPeter Skroch, Cconto FallsDavid Soltesz, CrivitzBill Stillion, ShawanoCathy Warnack, White Lake
PeLeKaMeSaDuRoJa_Ph)
JaMiHeGa >c
NaJos
Mae Rose LaPointe, St. John High CaRosemarie Lauer, Hortonville DeRobert Lee, Neenah KrHarold Lindhorst, St. Martin (L) MelDennis Lord, Little Wolf JacRobert Meyer, Neenah Sis cArnold Neuzil, Shiocton EllJames Nuthals, Lourdes JudConnie Peterson, St. Martin (L) PriConsultants Rosemary Rafath, Clintonville C.CESA #3 Mark Reddel, St. Martin (L) WilDr. Richard Presnell, Gladys Roland, Little Wolf RogUniv. of Wisc.-Greer Bay Kathryn Rowe, Appleton JanCESA #8 Mary Margaret Sauer, Menasha CalDr. James Marks, Edwin Schaefer, Kaukauna MarLawrence University Lee Smoll, Little Chute CarCESA #9 Doris Stehr, Mt. Calvary (L) MarDr. Charles Peterson, Ginger Stuvetraa, Oshkosh
St. Norbert College Richard Switzer, Little ChuteTim Van Susteren, Holy NameLila Wertsch, St. Margaret MaryWarren Wolf, KimberlyGery Farrell, Menasha
ateide
PeLeKameSaDuRoJaPh5KeJaMiHeGa1NaJosICaDeKr'MelJacSisEllJudPr i
C.
WitRogJanCalMarCarMar
he following teachers and consultants participated in the developmentE the Supplementary Environmental Education Guides:CESA #8 CESA #9uel Mary Anders, Winneconne, Peter Biclo, West DePereigo Robert Becket, Fox Valley (L) Lee Clasen, Lux.-Cascosaukee Mary Chriss, Hortonville Kathryn Colburn,-Algomaan Cliff Chris,tensen, Winneconne Merle Colburn, Algomano Kenneth Couillard, Hortonville Sara Curtis, Green Bay
Raymond Emerich, Hortonville Duane DeLorme, Green BayMite Lake Mike Ercegovac, Winneconne Roberta Dix, St. Joseph Acad.Dona Geeding, Menasha Janet Elinger, AshwaubenonJames (L) Donald Hale, Winneconne Phyllis Ellefson, Wash. Isle.James Huss, Freedom
Keith Fawcett, West DePere. Charles Sister Lois Jonet, Holy Angels Jack Giachino, Seymourcte Kenneth Kappell, St. Aloysius Mike Gleffe, St. Matthews,nto Kenneth Keliher, Appleton Herbert Hardt, Gibraltart Everett Klinzing, New London Gary Heil, Denmark;aukee Fred Krueger, Oshkosh Nannette Hoppe, How.-Suam.(L) Jim Krueger, Winneconne Joseph Hucek, Pulaski:o Falls Mae Rose LaPointe, St. John High Catherine Huppert, DePereRosemarie Lauer, Hortonville DeAnna Johnson, Denmarkusaukee Robert Lee, Neenah Kris Karpinen, West DePereHarold Lindhorst, St. Martin (L) Mel Kasen, GibraltarFalls Dennis Lord, Little Wolf Jack Koivisto, Green BayRobert Meyer, Neenah Sister Mary Alyce, Cathedralto Arnold Neuzil, Shiocton Ellen Lotz, West DePereLake James Nuthals, Lourdes
Judilyn McGowan, Green BayConnie Peterson, St. Martin (L) Priscilla Mereness, WrightstownRosemary Rafath, Clintonville C. L. Paquet, DenmarkMark Reddel, St. Martin (L) William Roberts, Sturgeon BayGladys Roland, Little Wolf Roger Roznowski, Southern DoorBay Kathryn Rowe, Appleton Jan Serrahn, SevastopolMary Margaret Sauer, Menasha Calvin Siegrist, How.-Suam.Edwin Schaefer, Kaukauna Mary Smith, Green BayLee Smoll, Little Chute Carol Trimberger, KewauneeDoris Stehr, Mt. Calvary (L) Mary Wadzinski, How.-Suam.Ginger Stuvetraa, OshkoshRichard Switzer, Little ChuteTim Van Susteren, Holy NameLila Wertsch, St. Margaret MaryWarren Wolf, KimberlyGery Farrell, Menasha
SUGGESTED ART ACTIVITIES FOR OUTSIDE EX
1. Draw impressions of noises with eyesclosed
2, Field trips - drawing
3. Effect of light an 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)
12. Time & motion studies (swings, playgroundequipment, etc.)
13. Colors of nature - variations of colorin a familiar object
14. Draw objects from a different point ofview
15. Photographic studies
18. Creative writing & dramatics
17. Detailed b
18. Microscopi
19. Mathematics
20. Music & vismusic show
21. Mobiles
WINTER - SEASOh
1. Snow sculpt
2. Snowflake
3. Black & whiphotography
4. What's Happ(winter tre
5. Study ice f
6. Contrast of
7. Tree sculpt
8. Collage witenvironment
9. Angels in tman-made s
10. Leaves turunnatural c(could be ucolor lesso
EX'
1 b'
Dpi
1.cs
vislow
kSM
Apt
ce
whi1phy
Tapp
tre
:e f
of
ilpt
witlent
Ln tas
:ur
it C
,e uasso
SUGGESTED ART ACTIVITIES FOR OUTSIDE EXPERIENCES
noises with eyes
g
shadow
pes, line textures
ns (studies)
ing studies (bridge)
piece of furniture,13
(out of availableelements)
s (swings, playgroundequipment, etc.)
ariations of color
different point of
ramatics
17. Detailed biological drawings
18. Microscopic drawings
19. Mathematics - architecture
20. Music & visual expressions - slide,music show
21. Mobiles - using found objects
WINTER - SEASONAL IDEAS
1. Snow sculptures
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
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 oncolor lesson)
-......*....
REFERENCESFilms - GeneralArt and Perception: Learning_ to See, 16 3/4 min., color, ele
Art in Cur World, 11 min., color, Jr.-Sr. high
Art DI:lovered in Nature, 11 min., color, primary/elementary
Changing Art In a Changing World, 21 mire., color, elementary/
Ideas for Art, 10 min., color, elementary
Look At That!, 10k min., color, primary/elementary
Sources of Art, 11 min., color, elementary/Jr.-Sr. highB. F. A. Educational Media, 2211 Michigan Avenue, Santa
May be available for rental 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
York, 1969.
The Art of Color and Design, Graves Maitland E., McGraw-Hill
Mayer, Ralph, The Artist's Handbook of Materials and TechniuNew York.
Maurello S. Ralph, Commercial Art Techniques, Tudor Pub. Co.,
Menesini, Mario M., The Environmental School, Educational ConCrinda, California, 1970.
.9
LS
VA
ele
ry
ry/
alas
REFERENCES
Farnin. to See, 16 3/4 min., color, elementary /Jr. -Sr. high
in., color, Jr.-Sr. high
re, 11 min., color, primary/elementary
ran World, 21 min., color, elementary/Jr.-Sr. high
, color, elementary
. , color, primary/elementary
. , color, elementary /Jr. -Sr. highgal Media, MT-Michigan Avenue, Santa Monica, Calif. 90404.
..or rental from:LsconsinVisual InstructionAvenue,in 53701
sed in conjunction with episodes)mm and Techniques., Mayer Ralph, Thomas Y. Crowel Co., New
si n, Graves Maitland E., McGraw-Hill
d
Book Co., New York.
, 3rd ed., Viking Press,
Pon
ercial Art Techniques, Tudor Pub. Co., New York, 1952.
Environmental School, Educational Consulting Snvice,0.
C 11EnerazIroa the suntthe basic0N source of rll energy, is convertedCE through plant photosynthesis into a
T form for
1
1
H
00I4
114
1.e processes.BEHAVIORM OnECTIVES
cognIIIVFTErglalentwill analyze stagedeffects of the sun onanimate and inanimateobjects.
Affective: The studentwill himselfwith the sequence ofsun-centered activities.
Skills to be LearnedDrawing1. Pencil2. Charcoal3. Oil pastels
Water colors could be usecas an alternate activity
Discip
Subiec
Proble
JI. Stu enz-Centert L
activityA. How does the sun
things?1. Example: shap-2. Students shou
drawing in st.particler thithe sun.
3. Example: Theof a snowflakwilting of athe growth of
he sun,, the basic Discipline Area Art
ergy, is converted Subject Drawing
Otosynthesis into a
things can use for
Problem Orientation Sun Energy Grade 7-8
TIVESent
onto
entif
dries .
be usedtivity
SUGGESTED LEARNING EXPERIENCESI. Student-Centered in class II. Outside Resource and
activity Community ActivitiesA. How does the sun change
things?1. Example: shape - color2. Students should do a
drawing in stages of aparticlar thing made bythe sun.
3. Example: The meltingof a snowflake, thewilting of a flower,the growth of a flower.
Resource and Re erence Materia s Continued an' AdditionaPublications:
Audio-Visual:"Nature's Half Acre" #220
I-C-E RMC
Community:
C 1. Energy from the sun, the basic0N source of (11 energy, is convertedCE through pl(nt photosynthesis into aPT form all liVing things can use for
Tife roceEses.BEHAVIORAL OBJECTIVES
Cognitive: T E stuaent umr4 organize his ideas aboutc!, the sun to prcduce a uniqueF4 communication.
t Affective: Students arem willing to exrress personalo feelings concerning their0, relationship to the sun.
Discipline Area Art
Subject Crash
ProbleM Orientation S
SUGGESTED L 'MING '
Cq Skills to be learnedin Cut and paste
Aesthetically combinec) pictures on r page too make a communication1
tr,
I. Stu ent-Centere in c assactivityA. Montage using the theme:
"Sun is Happiness;,Happiness is the Sun".1. This montage could
be done on a surfaceshaped like theirfavorite styalizedsun.
II.
:t
7a,h
NG
a
the basic Discipline Area Art
converted Subject Graphics
esis into a Problem Orientation Sun Energy Grade 7-8
an use for
SUGGESTED LEARNING EXPERIENCESI. Student-Centered in class II. Outside Resource and
activity Community ActivitiesA. Montage using the theme:
"Sun is Happiness;t.Happiness is the Sun".1. Thismontage could
be done on a surfaceshaped like theirfavorite styalizedsun.
Resource and Reference MaterialsPublications:Inrd=outside art" (collage),J. C. Banks, Grade Teacher,p. 106-107, March '70
"Aspects of collage",W. Farnsworth, Arts & Activities,p. 36-39, Feb. '7-2
''Mixed Media Collage", J. Comins,School Arts, p. 10-11, Nov. '71
"Oops...its op!" (collage)L. DeWyngaert, School Arts,71:8 April '72
"Scrap-paper caper", S. Kropa,Instructor, 81:73, May '72
"Shattered Shapes", A. GugaArts & Activities, 71:22-4April `72
"Art News", Kelly, Collage & color0. Waldman bibliography,70 44-7 D '71
"Graphics", fiar game for thetreasure seekers, S. Ogden,House B 113:22 D '71
"New wrinkle in print making -
a wrinkle print "; J. 0 Donnell,Am. Artist, 35 52-3 N '71
"JUFFErliFirkint with fruit orvegetables", SunvIt 147:152 N '71
" S. Gabliks Coiiges", L. Alloway,214:604-5 May 2 '72
Audio-Visual:
Communi..717:
Continued and Additional Suggested Le
d Le s
lage),her,
Continue an Aeditiona Suggesce Learning Experiences
ctivities,
Comins,Nov. '71
its,
a
72rop,
ga2 -4
& color
the44en,
Ong -O'Donnell,71
it or152 N '71
. Allaway,
C 1. Energy from the sun, the basic ..... Discipline Area0N source of r11 energy, is converted SubjectCE through plrnt photosynthesis into a Problem OrientatioPT form all living things can use for
life processes.BEHAVIORAL OBJECTIVES
Cognitive: The student willdevise a plan to create anobject which reproduces thecharacteristics of the sun.
Affective. The studentbelieves in the importanceof the sun.
I
Skills to be learnedVarious constructiontechniques, cependingupon the media used
SUGGESTED LEI. Student-Centered in class
activityA. Sun Machine
1. Students should crestthrough constructiontechniques, a machinethat could take theplace of the sun.
2. The sun machine mustmove, heat, light, et
3. Various media restriccan be placed on thestudents.
a
atio
om the sun, the basic Discipline Area Art
1 energy, is converted
t photosynthesis into a
in thin s can- use fores.
SubjectEssentia Sun ig t &
Problem Orientation iftsQualities-4vi. Grad 7-8
D LEass
reat,
ionNinehe
us t
, ettricthe
OBJECTIVESstudent willo create an-produces theof the sun.
student- importance
arnedactionpendingused
SUGGESTED LEARNIFG EXPERIENCESI. Student-Centered in crassactivityA. Sun Machine
1. Students should create,through constructiontechniques, a machinethat could take theplace of the sun.
2. The sun machine mustmove, heat, light, etc.
3. Various media restrictionscan be placed on thestudents.
II. Outside Resource andCommunity ActivitiesA. Science teacher
could be used asa resource person.
Resource and Re erence Materia sNUITaTions:"creative Uses of Scrap Materials",R. G. LerVie School Arts,p. 11, Feb. '7C
"Invent a machine", M. A. BurketArts .& Activities, p. 29, D. 69
"Sculpturecan beTun", H. L.School Arts, 7C:28-9 Oct. '70
"m5Eitg it in 3.:E",-E Stern;.' -.School Arts, 71:10-13 0 '71
Continued and Ad itiona Su. este
Audio-Visual:"Our Mr. Sun", Bell TelephoneSeries
community:
Ste, ..1 s Continued and Ad itiona Suggestea Learning Experiences
als",
2t69
1
C.)1
H
000t4
C 1. Energy from the sun, the basic0N source of r11 energy, is convertedCE through plant Photosynthesis intoPT a form all living things can usi for
life proceEses.BEHAVIORAL OBJECTIVES
Cognitive: The studentwill recognize visualcharacteristics of thesun by creating a sunsculpture.
Affective: The studentors become ccnsciousof visual characteristicsof the sun.
Skills to be learnedPossiEly pnidel-WEET7construction attaching3-D pieces
Discipline Area Art
Subject SculpturekAteilstic
Problem Orientation from NatObjects
SUGGESTED LEARNING EXI'ERIENI. Student-Centered in class
activityA. Relief Sculpture
1. An enclosed 2" box canbe used as a base for thesculpture. The boxrepresents the sun.
2. Student creates rays ofthe sun by attachingappendages of theirown alive design.
out.CommA. B
t
m0ti
rr.
.r
e
ticNa t
cts
TEN(Outomm. BP)t
m0ti
rr,
:a sun, the basic Discipline Area Art
rgy, is converted Subject SculpturehAr4stic Suggestions
)tosvnthesis into Problem Orientation from Natural Grade 7-8Objccts
things can use for
'IVES:nt..
.1
he:n
SUGGESTED LEARNING EXPERIgNaS
:nt
Is
sties
ling
I. Student-Centered in classactivityA. Relief Sculpture
1. An enclosed 2" box canbe used as a base for thesculpture. The boxrepresents the sun.
2. Student creates rays ofthe sun by attachingappendages of theirown unique design.
II. Outside Resource andCommunity ActivitiesA. Before doing the
project suggested,take a quick 15minutes and walkoutside to studythe effects andrange of the sun'srays.
I
Puberence MateriaLs
Pub ications:"TaranigSculpture", J. W. Burgner,
School Arts, 71:42-4 0 '71
"IV
Audio-Visual:"Our Ti:guTi" - Bell Telephone Series
Community:
continue an itiona _Sugge te
tcriais
H. Burgner,71
one Series
Continued and A ditiona Suggested Learning Experiences
4
C 1. Energy from the sun, the basic Discipline Area Art0N source of (11 energy, is converted Subject Scul tC, NatE : through plrnt photosynthesis into a Problem Orientation MatP :
T form all living things can use forlife rocesses.
Cognitive: T E. ptu ent wiapply principles of tellingtime by the stn in theconstruction of a sun dial.
Affective: The student willactively participate in afunction of the sun.
"I Skills to be Learned1
'Ai Paper mache'techniques1 Various construction7 techniques using
1. Wood2. Nails, strples3. Fiber bard
3-D designs
I. Stu ent-Centere in c assactivityA. Construct a sundia126
1. Sundials could be builtof wood and paper mache'.
2. It should be coveredwith a fiberglass resinso it can be used outside.
3. This could be a permanentcontribution to the school.
OptNatMat
EX
et
of
'gy from the sun, the basic Discipline Area Art
of cll energy, is converted Subject
plrnt photosynthesis into a
_1 living things can.ocesses.ORAL. OBJECTIVES
, Thy. student williciples of telling
stn in the_on of a sun dial.
: Tim. student will,articipate in aif the sun.
use for
SculptureNatural Art
Problem Orientation Materials Grade ? -8
be Learned1d-techniques)nstruction.2s using
stEplesb.Oardas
SUGGESTED LEARNINGI. Student-Centered in class
activityA. Construct a sundia14.
1. Sundials could be builtof wood and paper macho:
2. It should be coveredwith a fiberglass resinso it can be used outside.
3. This could be a permanentcontribution to the school
EXPERIENCESII. Outside Resource and
Community ActivitiesA. Students should
make some studeiesof commercialsundials and howthey are builtand should alsolearn how to reada sundial so theyunderstand themechanics of it.
Continued and Additional Sugge:Resource and Reference Materia_sPublications:"Paper mnche bowlE and boxes",S. Grasezow, School Arts,71:26 March '72
"All the way with paper macho"Arts & ActivitiEs, 68:10-12Dec. '72
Audio-Visual:
Community:
uage: _ce Materia_s Cantinnad and A clAiLiaa212212111-1NLI2ETIM'aa_
d boxes",Arts,
er mache"68:10-12
C 1. Energy from the sun, the basic0N source of all energy, is convertedCE through plant photosynthesis into aPT form all living things can use for
life processes.BEHAVIORAL OBJECTIVES
gra Cognitive: Through t e0 following projects the
student will interpretH'images of the sun.
0A Affective: Thc studento: will acquaint himself
witn different ways inwhich the sun can be
eq. illustrated.
Skills to be Learnedcp. Creative stallfiery(D. Tile mosaic techniques1. Paper mache'techniquesc` Batik techniques
Discipline Area Art
Subject Stitcher Mo
Problem Orientation Sun Desi ns
SUGGESTED LEARNING EXPERIE1
1
HH
U
C/)
I. Student-Centered in :lassactivityA. Sun stitchery
1. Students use creativestitchery techniquesto make sun designs onburlap or felt.
B. Tile mosaic1. Use small tiles to create
a mosaic,of the sun.C. Paper mache sun
1. Pizza cardboards could beused as a base form.
2. Students construct afacial structure withappendages.
D. Batik1. Sun design done on
fabric 'with melted wax.2. Fabric .is then dyed.
Areas waxed will notreceive dye.
3. Remove wax.
II. OutsidCommuniA. Use
grapsunforstim
B. StudtheSun
sun, the basic Discipline Area Art
v, is converted
synthesis into a
ngs can use for
Mo.
i:ns
ERIErtsid
[Ise .-
grapsun .forstirs
Stud=theSun t
Subject Stitchery, Mosaic, Paper Mache'Batik
Grade 7-8Problem Orientation Sun Designs
VE S SUGGESTED LEARNING EXPERIENCESI. Stucent,-Centered in class.activityA. Sun stitchery
1. Students use creativestitchery techniquesto make sun designs onburlap or felt.
B. Tile mosaic1. Use small tiles to create
a mosaic, of the sun.C. Paper mache sun
1. Pizza cardboards could beused as a base form.
2. Students construct afacial structure withappendages.
D. Batik1. Sun design done on
fabric -Atli melted wax.2. Fabric.is then dyed.
Areas waxed will notreceive dye.
3. Remove wax.
II. Outside Resource andCommunity ActivitiesA. Use student photo-
graphs/slides of thesun and its effectsfor introduction orstimulus.
B. Students can researchthe Aztec IndianSun Gods.
Resource and Reference Materia sPublications:"Sunbursts and par ier- mache ",
D. De La Rosa and D. D. Ebert,School Arts, p. 6-7, June '71
"Batik as a paining technique",A. G. Webb, il., School Arts,68:6-8 May '69
"Stencil and Stitch", E. Malcolm,Instructor, p. 4, Nov. '71
"At fol-17-5Ea a half:Batik",L. F. Turggs, Instructor,31:77 April '72
"Batik", J. Dobson, School Arts,71:16-17 June '72
"Batik with Cold Eyes", J. L.Foiiirlle, School Arts,71:60, mar-07'72
"From Cover to Clcssroom; Batik",D. Bloom, Instructors 81:76April '72
"Paper -macho bowls and boxes",S. Grasezow, School Arts,71:26, March U72
"Add action to your papier-mache",E. Madsen, School Arts,70:14-15 0 '70
"All the way with papier mache",P. T. Danielson, Arts & Activities68:10-12 Dec. '72
"Mosiacs: Tiles & Beans", Instructor79:93 June '70
"Torn Tissue Becomes Tradition",School Arts, 70:19 Dec. '70
"Floor Tile Mosaics'", School Arts70:14 -1.5 Jan. '71
Audio-Visual:Batik Redi.scovered, BAVI (cont.)
Continue an' A ditiona Sug
A.-V. (cont.)Mos6ics for Schools, Balso available from U.
Community:
ugg 4
5, Bn U.
once Materials
er-mache",1 D. D. Ebert,-7, June '71technique",
School Arts,
", E. Malcolm,Nov. '71
:Batik",tructor,
School Arts,
es", J. L.Arts,
sroom; Batik",tor, 81:76
and boxes",of Arts,
papier-mache"Arts,
spier machen,rts & Activities,
cans ", Instructor,
s Tradition",0 Dec. '70
', School Arts
BAVI (cont.)
Continued and Additional-SuEested7Learning ExperiencesA.-V. (cont.)
Mosaics for Schools, B.F.A.also available from U. of Wis.
Community:
C 2. All living organisms interact among Discipline Area0N themselves and their environment, Subject SCE forming an intricate unit called an Problem OrientationPT ecosystem.
BEHAVIORAL OBJECTIVESCognitive: The student wibe able to transform partsof his environment into dif-ferent forms which call im-prove or perhaps not improvehis environment.Affective: Understanding theproce3s of forming familiarat materials. Consideringthe role these materialsoplay in the total environ-ment. Realizing the artistmanipulates his environmentand is part of its ecosys-tem,
Skills to be LearnedModelingCarvingAssemblage (fitting partsin an aesthetically pleasingway)
I.SUGGESTED LEARN'
Stu ent-CenteraE5FlassactivityA. Creating a sculptural piece
to promote the students'understanding of "ecosystem'1. Have students select one
of the following (metal,ceramics, paper, plaster).Ask student to trace existenee in the art room badto its origin - how manystages of transformationhas the material beensubjected to? How doesthis fit in to yourunderstanding of anecosystem?
2. Now the student willcontinue the process oftransformation by carvingor building a sculpturalpiece with his medium.
3. Have the student evaluatehow his finished sculpturewill further affect hisenvironment and thebalance of the ecosystemhe lives in. Has hecreated a sculpture whichis useful? aesthetic? forman's use or for nature'suse. It It Is or man s
:ion
Interact among Discipline Area Art
Subject Sculpture_called an Problem Orientation Nan - Chan Grade 7-8
an Ecosystem
?ce
emu. .
one
11,
:er).
backmy-on
he
ingal
ateture
em
ichfore s
SUGGESTED LEARNING EXPERIENCESI. Student-Centererin class
activityA. Creating a sculptural piece
to promote the students'understanding of "ecosystem".1. Have students select one
of the following (metal,ceramics, paper, plaster).Ask student to trace exis-tence in the art room backto its origin - how manystages of transformationhas the material beensubjected to? How doesthis fit in to yourunderstanding of anecosystem?
2. Now the student willcontinue the process oftransformation by carvingor building a sculpturalpiece with his medium.
3. Have the student evaluatehow his finished sculpturewill further affect hisenvironment and thebalance of the ecosystemhe lives in. Has hecreated a sculpture whichis useful? aesthetic? forman's use or for nature'suse. It it Is tor man s
II . Outside Resource andCommunity ActivitiesA. Visit a foundry,
potter's shop, papermill, newspaperpublisher, etc.(Become aware offamiliar materialsas they are made orused before enteringthe art room or howart affects one'senvironment after itis made.
Resource and Reference MaterialsFu' iications:
Moo Sculpture About Ecology"School Arts, April, 1972, P. 34nrafqrfaAmazeh , Instructor,
81:73, April 1972."Clay Is Fun", R. A. Yoder,
Schc31 Arts., p. 20-21, October,ITTL."Making It in 3-D" E. Stein,
School Arts, 71:10-13, Oct. 1971rrife-rfam Sculpture", G. Phillips,Art 6t Activities, 69:20, Feb., 1971ScaPture Can Be Fun," H. Lutjens,
School Arts, 70:28-9, Oct., 1970-uaileties of Plaster", R. E.Ciscell, Art & Activities, 69:18-20
711r 2
19
Ecological Ceramic", C. Herpie,Art & Activities, 69:29-31,FaVarr971"Ceramics-Rock Shaped Pieces",
H. S. Thomas, Instructor, 79:89Jtme, 1970"It Just Happened-Clay Modeling",
H. C. Warburton, Arts & Activities,69:22-4, March, 1971"Children's Sculpture", J. W. Eurgner,
School Arts, 71:42-4, October, 1971
Audio-Visual:'crap of-Rper and a Piece of String",film, grown County Library
Continued and Additional SuI. (Cont.)
3. (Cont.)use, how might it affeparts of the environmeusing it? Stimulate tquestions such as then
gommaia:
.00
)(.t
affebmne
tthes
terials
°logy"p. 342tor,
er,sober,
sin,t. 1971. Phillips,'eb., 1971. Lutjens,., 1970ti. E., 69:18-20
Herpie,1,
:cos",79:39
)de ling ",
:tivities,
INNemem
Continued and Additional Suggested Learning_ExperiencesI. (Cont.)
3. (Cont.)use, how might it affect animal or other naturalparts of the environment as a result of manusing it? Stimulate the students thinking withquestions such as these.
. W. Eurgners,ber, 1971
e of String",y
C 2. All living organisms interact among0N themselves and their environment
E forming an intricate unit called auPT 2991mtst
Discipline Area
Zubject
Problem Orients
VIO LU677rEive: The student otllII_Jstrate his knowledge offorest life by drawing apicture showing the manynatural forms which comprisea forest.Affective: The student willhave awareness of theforest ecosystem.
Skills to be LearnedTfreFrairar'Ability to show proper formsof trees, animalsLight, dark, perspective
T 1 E.
I. Student-Centered-In classactivityA. Chalk (pastel) drawing
depicting the elements oa forest ecosystem.Such elements might be:brushgrowing treesmatcre treesdead treesfallen treesvariety of tree speciesanimalsinsectswater - creeksskysunlight and shaaows
Sc
nisms interact among Discipline Area Art
it environnentt Subject Chalk Drawing
to unit called an Problem Orientation Ecosystem of Grade 7-8a forest
'TIVESnt willedge ofng amanycomprise
ent willss of the
per forms
ctive
SUGGESTED LEARNING EXPERIENCESI. Student-Centered in class
activityA. Chalk (pastel) drawing
depicting the elements ofa forest ecosystem.Such elements might be:brushgrowing treesmature treesdead treesfallen treesvariety of tree speciesanimalsinsectswater - creeksskysunlight and shadows
II. Outsi e Resource andCommunity ActivitiesA. Walk through forest
or nature. trail.
Resource and Reference Materials [Continued and Additional SucrgestedPublications:---n----Learning to see on a look walk",G. J. Alkema, Arts and Activities63:32-5 Jr. l9
Audio-Visual:'Environmental Awareness - Forest",
I-C-E RMC, Kit 16One Day at Teton Marsh, I-C-E RMC,
Film 200Ecology- The Game of Man and Nature
I-C-E RMC, Game No. 2
Community:
'ted Continued and Additional Su gested Learning Experiences
st",
MC,
Lure,
C 2. All living organisms interact among0N themsleves and their environmentCE forming an intricate unit called anPT ecosystem.
BEHAVIORAL OBJECTIVESCognitive: Tae iliaent wirealistically depict parts(or the entirety) of adandelion in various stages
4.1 of its life cycle--leaves,c.) bud, flower, flower as itF-1 withers, seeds, petals, etc." Affective: The student willO ETWEraware of the plant's
appearance in various stageso of its growth. The student
will become aware of theparts of a plant and the
04 funct:_eq of these nerts.
CDr4 Skills to be Learned
Use and care of pen andT nibs or brushes3 Use of India ink to create
various linear effects1 rIcvelop manual skills of
1.4 using the materialsDevelop mental & physicalability to depict recognizably
w what one sees--employs ability4.3.A to produce 3-D on 2-D paperE-; surface.
Discipline Area
Subject
Problem Crientat'
MIIIIIIMIII=MAEMEEEM12MI. Stu ent-Centere in c ass
activityA. India Ink drawings of var*
sta es in the life of a fan e ion or any easily a
sible plant (discussion ocycles.)
B. The student will also drvarious parts of the flowor plant (stem, leaves, rpetals, seeds, etc.)(Discussion of functionsthe parts).
C. Possible expansion of thiactivity would be to compla notebook of drawings depicting flowers found atschoolyard, at the studenhome, or in his communit2
.nisms interact among
it environment,
itati ite unit called an
s
vara fly a
o
) drElow3, r
)nS
:owl)
3 deatAlen
Discipline Area Art
Subject India Ink Drawing
Problem Crientation Ecosystems:Life Cycles
Grade 7-8
TIVESnt wipartsastageseaves,as itis, etc.ent willplant'ss stagestudentthetherts.
SUGGESTED LEARNING EXPERIENCES
and
createis
ls of
ysicalcognizablyys abilityD paper
I. Stu ent-Centere in c assactivityA. India Ink drawings of various
sta es in the life of 7-flUcTer,an e ion or-any easily acces-
sible plant (discussion of lifecycles.)
B. The student will also drawvarious parts of the floweror plant (stem, leaves, root,petals, seeds, etc.)(Discussion of functions ofthe parts).
C. Possible expansion of thisactivity would be to completea notebook of drawings de-picting flowers found at theschoolyard, at the student'shome, or in his community.
II . Cutsi e Resource andCommunity ActivitiesA. Botonist as guest
speaker or tour guidethrough garden, field,or forest, naturecenter.
Resource and Reference MaterialsPublications:"Drawing with Mixed Media",
M. B. Bowman, School Arts, 71:14-15November, 1971
Audio-Visual:
Community:Walk along nature trails,
botanical gardens or other areas inwhich plants are growing in abundance
Continued and Additional Suest
Materials Continued and Additional Suggested Learning Experiencesedia",s, 71:14-15
Is,r areas inin abundance
4)0a)
0
OOSC"N
3. Environmental factors
0N are hinting on the numbers of Discipline Area ArtCE organisms living within their Subject Des
PT influence, thus, each envrionment Problem Orientation C
has a 'carrying capacity.BEHAVIORAL OBJECTIVES
Cognitive: Students shallbe able to relate carryingcapacity to copulation.
Affective: student attemptsto identify spacial relationships.
Skills to be LearnedDesignSpace relationships
SUGGESTED LEARNIII. Student-Centered in class
activityA. Have students do two
contrasting designs1. Give them a very
limited space andrestrict the content.
2. Give them unlimitedspace and restrictedcontent.
n
0
g
Ct
1
e
s
Art
Des
on C
ARNII
I
*
ntal factors
on the numbers of
ng within their
Discipline Area Art
Subject Design
us, each envrionment Problem Orientation Carry Capacity Grade 7-8q capacity.3JECTIVES SUGGESTED LEARNING EXPERIENCESs shall I. Student-Centered in class II. Outside Resource andcarrying activity Community Activitiestion. A. Have students do two A. Invite a local city
.t attempts1 relation
.ed
s
I
contrasting designs1. Give them a very
limited space andrestrict the content.
2. Give them unlimitedspace and restrictedcontent.
planner to explainplanning in relationto the available spaceof the city.
Resource and Reference Materials Continued and Additional Suggeste
Publications:"The Art of Color and Design",2nd ed. McGraw-Hill Book Co.New York and London, 1951"Increased kuareness of OurEnvironment; Map Project"M. F. Wright, School Arts,,p. 36-7 March '72
Audio-Visual:
Community)
;
este trials
al"
Continued and Additional Suggested Learning Experiences
C 3. Envirormental factors are limiting0N on the numiers of organisms livingCE within their influence, thus, each
Disc
Subj
T environment has a carrying capacity. Prob
BEHAVIORAL OBJECTIVESCognitive: The studentshculd be able to J^signa linear crvoositier.according; availableresource.
Affective: Students complywith defined resourcelimitation.
Skills to be LearnedLinear desicn.
I. Student-CenteactivityA. Give each
of white tone fine fHe must ussupply ofa linear d
LI
Disc
Sub j
rob
ntal factors are limiting
s of organisms living
.nfluence, thus, each
as a carrying capacity.
Discipline Area Art
Subject Linear Design
Problem Orientation Carrying Capacity Grade 7-8
OBJECTIVESante student
o designach Ltion
to t -iilable
ze ft usof -.nts comply
d ource
arned
SUGGESTED LEARNING EXPERIENCESI. Student-Centered in class II. Outside Resource and
activity Community ActivitiesA. Give each student a piec
of white tagboard andone fine felt tip pen.He must use complete inksupply of pen while creaa linear design on board.
.
Resource and Reference Materials Continued and/caartr_ona
Publications:"Right Onllvia Diamond,School Arts, April '72 p. 40"Goillg-Piii-a Walk With a Line"by Douglas & Elizabeth Mac Agy
Audio-Visual:
Community:
Continued and Additional Suggested Learning Experiences
C 3. Environmental factors are limiting Discipline Ar0U on the numbers of orPanisms livin SubjectCE within their influence, thus, each Problem OrienPT environment has a carrying capacity.
BEHAVIORAL OBJECTIVESCognitive: The studentdevises solution to a Icoblemof overuse.Affective: Students formjudgments directed towardoveruse in our society!__
Skills to be LearnedSculptureUsing different niedia
SUGGESTEDI. Student-Centered in clas
activityA. Invent and build somet
to take the place ofthings we have too mucExamples:automobiles replaced bysidewalks, tube transpor monorail system, et
3
e Ar ental factors are limiting Discipline Area Art
rien
ers of or anis= livin
r influence thus each
has a carrying capacity.
Subject Sculpture
Problem Orientation Carrying Grade 7-8Capacity
1ED
as
met)f s
muc
?d byanspet
L OBJECTIVES SUGGESTED LEARNING EXPERIENCESne student Student-Centered in class II. Outside Resource and
Community ActivitiesA. Study science fiction
environments anddiscuss how theyreplace many thingsin our environment.
ion to a problem
tudents form2cted towardr society.
'earned
nt media
activityA. Invent and build something
to take the place of somethings we have too much of.Examples:automcbiles replaced by electricsidewalks, tube transportation,or monorail system, etc.
Resource and Reference Materials Continued and Additional Su-Faalcations:-7110ent-ggachine", M. A. Burke, I
Arts and Activities, p. 29, December,1969"Creative Use of Scrap Materials",
R. G. Lervie, School Arts, 69:11,February, 1970
"Children's Sculpture", J. W. Burgner,School Arts, 71:42-4, October, 1911
"Making it in 3-D", E. Stein,School Arts, 71:10-13, October, 1971
Audio-Visual:NIETaimunity Resources", film
240, I -C -E P.MC
Community:
es
C 3. Environmental factors are limiting0N on the numbers of organisms living Discipline AreCE withiri their influence, thus, SubjectP
each eivironment has a carrying Problem Orientcapacity.
BEHAVI(RAL OBJECTIVESCognitive: The studentshall Ile able to recognizedifference letween goodand bad comrosition.
Affective: Studentsappreciate aesthetics ofgood composition.
Skills to be LearnedDiscussion skillsComposition principles
I.
SUGGESTEDStudent-Centered in ciaactivityA. Discuss balanced
composition1. Show two pictures
One of a balancedcomposition and oof an unbalancedcomposition. Askthe students whiclooks balanced &which looks unbal
2. What makes a pictlook balanced?
3. Can you have a baanced picture witjust one object?
.cal factors are limiting
of organisms living Discipline Area Art
nfluence, thus, Subject Composition
nt has a carrying Problem Orientation Carrying Capacity Grade 7-8
ECTIVESentcognizegood
zs of
d
le s
I.SUGGESTED LEARNING EXPERIENCES
Student-Centered in class II.activityA. Discuss balanced
composition1. S;-..ow two pictures.
One of a balancedcomposition and oneof an unbalancedcomposition. Askthe students whichlooks balanced &which looks unbalanced.
2. What makes a picturelook balanced?
3. Can you have a bal-anced picture withjust one object?
Outside Resource andCommunity ActivitiesA. Invite a photographer
to explain compositionin photography.
4.1
Continued and Addition.Resource and Reference MaterialsFu lications:"Learning to see on a looking
walk", C. J. Alkema, il. Arts azdActivities, 63:32-5, June:791MT--
Magic Cardboard Window" frames.Help children see pictures beforethey draw, S. M. Lar Artsand Activities, 64:19-20,
September, 1968
Audio-Visual:Discovering Composition in Art,B. F. A. BAVI
Community:
Sionsaterials
looking, Arts andine77g6rne frames.gyres before
Arts20,
Continued and Additional Su Rested Learnin Ex eriences
,n in Art,
C 3. Environmental factors are limiting,. Discipline Area Arr0N on the numbers of or misms living Subject DraCE within their influence thus each Problem Crientation C
BE OBJECTIVESCognitive: The studentcarrUgable to recognizethrough the project howoveruse of forms creates anunpleasant effect on theenvironment.Affective: Students formjmgm2nzs directed toward overz7e in our society.
Skills to he learned
Pap le~ macheCut paper probleLs
SUGGESTED LEARNINGI. Student-Centered. ITElass
activityA. Personify billboards,
houses, etc. in drawingsand through papier macheor cut paper figures.
:.al factors are limiting Discipline Area Art
-s of organisms living Subject Drawing/Paper Mache
influence, thus, each Problem Crientation Carrying Grade 7-8Capacity
as a carrying capacity.
Art
Dr a
on C
ING BJECTIVESstudentrecognize,ect howcreates ant on the
SUGGESTED LEARNING EXPERIENCES
qits form:ed toward overty.
,reed
I. Student-Centered in classactivityA. Personify billboards,
houses, etc. in drawingsand through papier macheor cut paper figures.
II. Outside Resource andCommunity ActivitiesA. Take a field trip to
look at billboardsand houses that arealike.
Resource and Reference Materials Continued and AdditionaMications:--11175M-mache Bowls & Boxes", S.Grasezo, School Arts, 41:26, March,1972
"Scrap Paper Caper", S. Kropa,Instructor, 81:73, May, 1972--'Architecture fcr Young Beginners"J. Bodor, il.Arts and Activities,64:10-15, Octil-gi, 1968Our Man Made Environment, Book 7,
I-C-E REG"Environment: Children Explore
Their School their community,their values", C. E. Knapp, instructor,81:62-4, January 1962-February 17r27--
"Papercrafts and Mobiles", R.Perlmutter, Teaching ExceptionalChildren, p.-114-41, Spring, 1972
"Create Creativity; Designing aVictorian House using Balsa Wood,"R. Guthrie, School Arts, p. 28-30,September. 1971
"Add action to your papier mache",School Arts, 70:14-15, October, 1970--Ttorn Tissue Becomes Tradition",School Arta, 70:19, December 1970
Audio-Visual:--"FEFFETTE a City", film,public library
Community:
ti
t
Lana :ice Materials
& Boxes", S.41:26, March,
S. Kropa,v, 1972oung Beginners"Activities,08nment, Book 7,
ren Exploreommunity,'::app, instructor-Februi57177279Ales", R.Acepp.onal
Designing aBalsa Wood,"
ts, p. 28-30,
papier mache",October, 1970
s Tradition",.?cember 1970
Continued and Additional Suggested Learning Experiences
film,
10$
H1
)GOrn0$404
C A. An adequate supply of pure
0N water is essential for life.
CEPT
---3EMWAIT OBJECTIVECo naive: The studentw e a le to comprehendthe significance of wateror the production oftexture.Affective: Student shouldbecome alert to the needs ofwater for forminG_tsxture.
Skills to be LearnedDiscuss onRubbingCollage
Di -c; ?line Area
Subject
Problem Orientati
SUGGESTED LEAR
I. Student-Centered in class
activityA. Study texture
1. Study of texture ofthings which need water
2. Discuss what they wouldbe like with and withouwater.
3. Children should then dorubbings. Collect fromstudents and do a largecollage of the manytextures.
ly of pure Discipline Area Art
for life. Subject Texture study
Problem Orientation Clear Water Grade 7-8
IVESntehendater
nould.eeds ofture.
SUGGESTED LEARNING EXPERIENCESI. Student-Centered in class II. Outside Resource and
activity Community Activities
A. Study texture yA. Start aquarium. Let
1. Study of texture of it become group-things which need water, constructed. Observe
2. Discuss what they would the textures.
be like with and withoutwater.
3. Children should then dorubbings. Collect fromstudents and do a largecollage of the manytextures.
Resource and Reference Materials Continued and Additional Su gestePublications:
"Face up with Texture - MaskDesigns" C. C. Albrutz, Instructor,80:116
"Inside, Outside Art (Collage)"J. C. Banks, Grade Teacher, 1970,87:106-7, March, 1970
Audio-Visual:The Aquarium: Classroom Science,
B.F.A. BAVI
Community:
este serials Continued and Additional Su ested Learning Experiences
askcructor
lage)"1970,
ience,
C 4. An adeouate supply of pure
1
0water is essential for life.
CEPT
Discipline Are
Subject
Problem Orient
LEHAVIORAL OBJECTIVESCognitive: The stua2nt I.ciiiraevise a way to transformhis audio impressions intoa visual fcrm.Affe.sLim: Student becomesaware of water's interactionon the senses.
Skills to be LearnedUce cf color (water colors)kwarenessIllustration
SUGGESTED LStudent-Centerea in c assactivityA. Illustrate audio impres
of the sea.1. Listen to records su
Ebb Tide, The Sea2. Guide the student to
what they hear.Materials: color med'
Are
lent
7las s
3re S
S t1a
to
med
suorly of pure
itiai for life.
Discipline Area Art
Subject Audio impressions of the sea
Problem Orientation Water Supply Grade 7-8
MJECTIVESstuaentay to transformssions into
lent becomesinteraction
-xnedlater colors)
SUGGESTED LEARNINGI. Stuoent-Cencered in class
activityA. Illustrate audio impressions
of the sea.1. Listen to records such as:
Ebb Tide, The Sea2. Guide the tkt to draw
what they hear.Materials: color media
EXPERIENCESII. Outside Resource and
Community ActivitiesA. Take a walk to a body
of water; listen tothe sounds of thewater's movement.
B. Discuss their im-pressions of thewater as to whatthey hear.
Resource and Reference Materials Continued and Additional Suggested LePublications:
Audio-Visual:Records: Ebb Tide
The Sea
Comv7i.ty:
i Le Continued and Additional Suggested Learning Experiences
C 4. An adequate supply of pure0N water is essential for life.CEPT
BEHAVIORAL OBJECTIVESCogflitive: Students sha 1be able to illustrate theeffect of deprivation ofwater upon the human body.
13 Affective: Students shallbecome alert to the impor-tance of water for the human
4J body.
.
0 Skills to be Learnedw DrawingQ4 Experimenting
c:Carving
r-10O
en
r4iJ
E-I
It
I. Stu ent-CenactivityA. Students
impressioprived of
B. An appleand carve .
a human fapple inand watchthe solut'
ade uate su 1 of ure
: is essential for life.
Discipline Area Art
Subject Illustrations
Problem Orientation Clear Water Grade 78
Cen
tts
siolofle
Irve
n fintchlut
IAVIORAL OBJECTIVESStudents sha
. to illustrate theof deprivation ofTon the human body._ye: Students shallalert to the impor-f water for the human
SUGGESTED LEARNING EXPERIENCESI. Stu ent-Centered in class
activityA. Students shall draw an
impression of a human de-prived of water.
B. An apple could be pealedand carved to look likea human face. Dip theapple in vinegar and salt,and watch the effect ofthe solution on it.
to be Learned0
rentingg
II. Outs_ e Resource andCommunity Activities
Resource and Reference Materials Continued and Additional--YUSlications:
Audio-Visual:Films:"Waters Around Us""Water for Ferm and City"Both available from BAVI
Community:1
mai
/
1
i
Continued and Additional Su.L..ested Learning Ex eriences
I,....___
C 5. An adequate supply of clean air is0N essential because most ot.YanismsCE depend on oxygpn, through respiration,PT to release the energy in their food.
Discipline Area Art
Subject Air yol
Problem Orientation Clean
BEHAVIORAL OBJECTIVES
1
HUC)
0
HH
U9.1
fracn
Cognitive: Student wouldBrine to predict theconsequences of limitedair supply.Affective: The studentassumes the responsibilityof creating a solution forpolluted air.
Skills to be LcarnedDiscussionConstructionPapier mache
SUGGESTED LEARNING EXPI. Student- Centered in ciass
activityA. Discuss what will eventually
happen if the air becomesso polluted we can'tbreathe.1. Hcw will man have to
adapt?2. Will he use his technical
ability to help him adapt?B. Construct a papier mache head
mask that man May have todevise to help him survivein a polluted environment.
1
Ran
EXP
lean air is
anisms
respiration,
heti. food.
Discipline Area Art
Subject Air pollution head mask
ProblemOrientation Clean Air Grade 7-8-
SUGGESTED LEARNINGI. Stu ent-Centere in c ass
activityA. Discuss what will eventually
happen if the air becomesso polluted we can'tbreathe.1. How will man have to
adapt?2. Will he use his technical
ability to help him adapt?B. Construct a papier mache head
mask that man may have todevise to help him survivein a polluted environment.
EXPERIENCESII. Outs de Resource and
Community ActivitiesA. Find an extremely
polluted area. Getstudent reaction tothe smell and effecton one's eyes andthroat.
Resource and Reference MaterialsORTURIons:" Papier Mache Bowls & Boxes",
S. Grasezow, School Arts, 71:26March, 1972."Pie Plate Masks', M. Shaw, Arts
hiActlyitigs, p. 30-32, Sept.-7370aper Bag Figures", J. Heath,
School Arts, p. 48, April, 1972"kask Making For Minors", B. G.Oettel, School Arts, 68:24-5,November, rar--"Add A "tion to Your Papier- Mache ",E. Madsen, School Arts, 70:14-15,October, 1970"All the Way with Papier-Mache",P. T. Dantelson, Arts & Activities,68:10-12, December, 1972"Masks and Mask Makers", :tariHunt.
Audio-Visual:NEF:WeKir Pollution Game,SG 1, I-C-E RMCMasks, B.F.A. BLVI
Community:
Continued and Additional
rials
sli,
1:26
, Artst.-7370ath,1972B. G.5,
4Iache",14-15,
Ache",ivities,
ari
me,
Continued and Additional Suggested Learning Expee.ences
C 5. An adeqate supply of clean air Discipline Area0N is essentiEl hecause most organisms SubjectCE depend on cxygen, through respiration, Problem Orientatio
T to release the energy in their food.
BEHAVIORAL OBJECTIVESThioug iscussion
43 and project, the student willc) be able to illustrate that1
pollution can affect color.
o Affective: The studentwattempts to identify char,.a^teristics of impressionistic
4-'4 painting.
Skills to bo LearnedDiscussionPainting
SUGG STED LEAPI. Student Centered in c aactivityA. Discuss what effects
has on color in ourenvironment.1. Does polluted air
light intensity?2. Discuss the theory
the imprssionistsB. Do an impressionistic
painting of an enviromental concern.
!a 2 supply of clean air Discipline Area Art
, cause most organisms Subject Air - Light - Color - Painting
atio ;en through respiration, Problem Orientation Clean Air Grade 7-8
MAPc
ctsur
air
Y?goryistssticviro
erEIszy in their food.
3JE CTIVES;h iscussionstudent will=rate thatfact color.
tudentzify .
pressionistic
ned
SUGGESTED 1..34-101-NG EXPERIENCESI. Student-Centered in lass II. Outside Resource andactivityA. Discuss what effects light
has on color in ourenvironment.1. Does polluted air change
light intensity?2. Discuss the theory of
the impressionists.B. Do an impressionistic
painting Of an environ-mental concern.
Community ActivitiesA. Student report to
the class onimpressionisticpaintings &include examples.
aesource and Reierence Materia sPu ications:"Impressionism", 30 Artist Jr.
Magazines, I-C-7, RMCA Dictionar of Art Terms &
REISETthomasY. Crowe! Co., New York, 1969
Graves, MaitlandE, The /!,rt of Colorand Design, McCraw Hill Book Co.,New York & London, 1965
Su g send Learn/
Audio-Visual:
Impressionism, B.F.A BAVIGame:Smog - Tha Air Pollution Game
WIC
Community:
-Inuad and Addlt12aa__Iim.aL-2z_L:Iallaa_ALy.22JIL,11
C 5. An adecitate supply of clean air is Discipline Art
0N essential lecause most organisms Subject Photo-mo
depend on cxygen, through respiration, Problem Orientation
T to release the energy in their food.
BEHAVIORAL OBJECTIThroug t e
act:ivity the studenttranslates his knowledgeinto c visual stntementof pollution.
Affective: ThE. student"CIT-67i6Tely examines avarLaty of air pollutant .
SI:ills to be TeamedD:scussionC(11,,:ctingCo_cting
GCESTED LEARNirtu nt Cantere in c ass
activityA. Discuss what pollutes the
air.B. Make a photo-montage to
illustrate these things.
)-rno
Lon
clean air is Discipline Art
ganisms Subject Photo - montage
n respiration, Problem Orientation
their food.
SUGGESTED L,avINnu ant rencere in c ass
activityA. Discuss what pollutes the
air.B. Make a pt montage to
illustrate L 2 things.
Clean Air Grade 7-8
bL Lab
. Outs / e resource ea--Community c.tivitiesA. Collect pictures of
objects that pollutethe air.
acsource ara Reference materialsTaTTERTons:"Thotomontage: a-a juxtaposing of
images", D. Cyr, Arts & Activitiesp. 26-29, Jan. '70
"Handmade Slides: Whetstone forpc;,:ceptual acuity", 3. Scott,Arts & Activities, p. 30-317Tia=72
Audio-Visual:SiTuiation Game:Smog - rho Air Pcllution Came,I-C-E izac
Ccmmunity:
Continued and i'dditiorl
1
DE.tics
Continued and P,dditional Suggested Learning Experiences
a
C 5. An adeslate supply of clean air is Discipline Area.
0N essential because most -ganisms SubjectCE depend on cxvgen, through respiration, Problem OrientatiotPT to release the energy in their food.
BEHAVIORAL OBJECTIVESCognitive: The student will715516-fo differentiatebetween light and darkcolors ana hoc they aremode.
AfEctive: Thc student willv.,.-i161:;:kandtanding oE
colcz: in the environment;
Skills to be Learnedi'aintiagDiscussion
SUGGESTED LEARNTI. Student-CenT6Ta in class
activityA. Discuss what makes a col
dull.B. Paint a value scale show,
what effect black has oncolor.
C. het effect white has oncolor.
D. 3each to role of color icrating a pleasingenvironment.
a
ean air is Discipline Area At
misms Subject Air - Dark & Light
tio .espiretion, Problem CrientatiA.a Clean idr
lair food.
SUGGESTED LEARNINGMThss
col
howon
)r i
I. Student-CenE(7.Ta in c assactivityA. Discuss what makes a color
dull.B. Paint a value scale showing
what effect black has on acolor.
C. what effect white has on acolor,
D. Beech to role of color incr2cting a pleasingenviror -nr,
Grade 7-8
TZRIENCES'Outsi e 1,,,,ource andCommunity ActivitiesA. Students could react
to the :degrees ofgrey in the sky.
Resource are Materials Continue an itiona SuggPublications:
Audio-Visual:Avareness* - Color
T-0-;Diseuvaring Color, B.F.
SiMUncion Gnmo:Smog - The Lir Pollution Came1-C-3 MC
Ccmmunity:
)11Is Continued and Additional Su&gasted Learnina_11p:zriencel
)r
C 6. Natural resources are not e0N distributed over the earth or overCE time and grentl.y affect thePT g,e.0:ahiionsanciqlyialit life.
ual:'y Discipline Area Art
Subject Cha
Problem Orientation
U)
BEHAVIORAL OBJECTIVESCognitive: Through use ofthe sensory approach toart, the student will beable to do a charcoaldrawing of a tree whichwill include all of itsreused characteristics.
Affective: The studentwill become sensitive tovisual characteristicsof trees.
Skills !-o be LearnedBasic charcoal drawingtechniques
SUGGESTED LE,RNINGI. Student-Centered in class
activityA. Before starting lesson, have
students draw a tree to becompared with their fullysensed tree. To establisha sensitivity between achild and his environment,in this case a tree, onemust include tree essentialsenses, visual, auditoryand sense.1. Establish what is known
about the subject.a. What colors are trees?b. How many shapes of
leaves can you thinkof?
c. What sounds do leavesmake?
d. How many types ortextures of bark canyou .kink of?
2. Let students examineactual trees.
3. Discuss and lisp: these ona chart. Ask some questionsns befoY.? to see if suudenthave made some visualdiscoveries.
4. Now draw a tree. 'cont.
'.sources are not equally Discipline Area Art
over the earth or over
early affect the
Subject Charcoal DrawingResource
Problem Orientation Distribution Grade ? -8
conditions and quality of life.
OBJECTIVESugh use oforoach tont will behercoalree which11 of its2ristics.
studentasitive to2ristics
SUGGESTED LEARNING EXPERIENCES
2erueddrawing
I. Student-Centered in classacti. LtyA. Before starting lesson, have
students draw a tree to becompared with their fullysensed tree. To establisha sensitivity between achild and his environment,in this case a tree, onemust include tree essentialsenses, visual, auditoryand sense.1. Establish what is known
about the subject.a. What colors are trees?b. How many shapes of
leaves can you thinkof?
c. What sounds do leavesmake?
d. How many types ortextures of bark canyou think of?
2. Let students examineactual trees.
3. Discuss and list these ona chart. Ask some questionsas before to see if studentshave made some visualdiscoveries.
4. Now draw a tree. (cont.)
LI. Outside Resource andCommunity ActivitiesA. Science teacher may
want to dovetailart in other plant,animal or physicalstudies.
Resource and Re erence Materia s
"A Tree is a Tree", Arts &Activities, Oct. rTr-----
"ATIINiets nature", Arts &Activities, April '71
"Blow upu, School Arts, Nov. '69
Audio-Visual:
Community:
Continue an' .itiona Su esI. (cont.)
B. This basic sensory approaany subject you might wonbecome familiar with.
roawan
Continued and AdditioniI_Suggested Learning ExperiencesI. (cont.)
B. This basic sensory approach could be used with-any subject you might want your students tobecome familiar with.
C 6. Natural resources are not equally Discipline Area0N distributed over the earth or over SubjectCE time and greatly affect thePT geographic conditions and quality of life.
Problem Orientati
BEHAVIORAL. OBJECTIVESCognitive: The student willEZ able to create a pleasingpiece of body ornamentationutilizing good color andshape relations.
Affective: The student willacquaint himself with ..
availability of naturalmaterials for jewelry design.'
Skills to be LearnedBasic metal and woodworking and enamelingtechniques
Basic color statementsThe 'use of the fourbasic shapes in design
SUGGESTED LI. Student-Centered in clas
activityA. Show and discuss the c
and shape filmstrip, tt
Art of Seeing". Have tstudents brainstorm-tominutes about all theand shapes they see inclassroom.
B. Discuss use of naturalmaterials in jewelry d1. Demonstrate basic e
skills.2. Have students desig
execute a piece ofornamentation (neck1ring, bracelet, brocufflinks, etc.) utboth wood and coppethe design.
3. Discuss what determcost of materials ujewelry.
D Lras
C
atfo
ae
in
ra l
de
sigDf
3ckbrout
ape
arm9 u
are not equally Discipline Area Art
earth or over
sect the
Subject -Copper EnamelingResource
Problem Orientation Distribution Grade ? -8
ns and quality of life.
VESwilleasingntionnd
will
SUGGESTED LEARNING. EXPERIENCES
design.
-1
I. Student-Centered in class II. Outside Resource andactivity Community ActivitiesA. Show and discuss the color
and shape filmstrip, "TheArt of Seeing". Have thestudents brairistormfor 15minutes about all the colorsand shapes they see in theclassroom.
B. Discuss use of naturalmaterials in jewelry design.1. Demonstrate basic enameling
skills.2. Have students design and
execute a piece of bodyornamentation (necklace,ring, bracelet, broach,cufflinks, etc.) utilizingboth wood and copper inthe design.
3. Discuss what dete..ines thecost of material: u ,ed injewelry.
Resource and Reference Materia sPublications;Copper foil jewelry",
School Arts,Jan. '72"Electronic foil jewelry'.", SchoolArts, Jan. J72
"Paper beads and suede lace",Arts and Activities, Feb. '70
"Jewelry-to shoot for", SchoolArts, Jan. '70
"Sair-four seeds'', Arts & Activities,Sept. '70
Continue an Aa itiona
Audio-Visual:The Art a Seein. Sha es color,Warren Sc oat Fro. Inc.,
Community:
Continued and Additional Su
(
ested Learnin Ex eriences
S,
J.
les,
7--:-...,
I` j
C 6. Natural resources are not e0N distributed over the earth or overCE time and greatly affect the Problem Orie
T geographic conditions and quality of life.
ual]y Discipline A
Subject
BEHAVIORAL OBJECTIVESCognitive: The student willTe---5516To construct, usingsimple macrame' knots, adesign utilizing naturalmaterials such as hem? orjute cord.
Affective: The studentshows awareness of aestheticqualities of various material]from nature.
Skills to be LearnedThe basic knots ofmacrame
The basic macrame' processes
SUGGESTI. Student-Centered in
activityA. Discuss the movem
reb4th of "returnature" and the unatural, simple min one's life becthe complex artifworld we now live
B. Students may braifor,20vainutes anhow many items thcome up with thatbeen redesigned aout of simple natmaterials. Ex. Lebelts are made ofrope, hemp, etc.
C. Students researchof macrame' and cits simplicity inprojects.1. Demonstrate ma
techniques.2. The student th
choose to makeheadband, chokband, etc. usilearned techni
t
.:Y
S S
e A
rie
ire not equally Discipline Area ,rt
,-earth or over SubjectResource
ct the Problem Orientation .istribution
Macrame'" (Crafts)
and quality of life.
Grade 7-8
..ST
in
emtur
um.
)ec.
:if
we:ai .
anth
iat1 a
iat
Le:
of
chc
in
ma.
th=
iketok
isi
mi
ing
etic
sses
SUGGESTED LEARNINI. Student-Centered in c assactivityA. Discuss the movement of
rebirth of "returning tonature" and the use ofnatural, simple materialsin one's life because ofthe complex artificialworld we now live in.
B. Students may brainstormfoxL20iminutes and seehow many items they cancome up with that havebeen redesigned and madeout of simple naturalmaterials. Ex. Leatherbelts are made of jute,rope, hemp, etc.
C. Students research originof macrame' and can relateits simplicity in theirprojects.1. Demonstrate macrame'
techniques.2. The student then can
choose to make a belt,headband, choker, watch-band, etc. using thislearned technique.
EXPERIENCESII. Outside Resou and
Community ActivitiesA. Have a "back to
nature style person"come in and speak toyour class. Ex.Naturalist; campdirector, naturalresource specialist,botanist, etc.
Resource and Reference Matcria s 1Contirled an' Aa'itionaVUEITZFEIons:Meilacfi, Donaz, Macrame' CreativeDesign'In Knottiwn1...o. Co.
"Macrame' made mod", Arts & . .1.t
Activities, June.'71"Jr. HigfiEgLame' Makers",M. T. Thomas, Design, 73:32-3Spring '72.
Audio-Visual:
Community:
t..
rs
na Mater la .s ,imflaue an' A it.xona Su este Learnin Ex er ences
Creativew York Crown
cs & t
sn,73:32-3
Sri
C 6. Natural resources are not rAscipline Area Art0N Subject Soul toC ,e,E or over t5.t'e and greatly affect the Problem Orientation Dist
T geographic conditions and qualitya e.01
Co nitive: ne stune the natural free
form shape of branches and0 paper mache'to create an1
1-4 abstract sculpture.
2 Affective: The student willundettstand.wthld.wide sculpture
o .
difgkren0g5. dpeXo resource.--Wrisoeerne
earn asic paper mache'in techniques
01
0
Ll1
H1-4H
A'
u en entere-d-TE-FrasactivityA. Discuss modern.4stehitute.
1. Show filmstrip listedon back.
2. Take questions fromthere to lead offdiscussion.
B. Demonstrate,cnd discusspaper mache techniques.I. Each student is to
bring in a tree branchwhich is fastened to abase, either nailed orset in a can filledwith sand.
2. Using the learnedpaper mache'techniques,create a new shape fromthe tree branch.
3. To finish the sculpture,paint it 'nywhere fromone solid color tomulti-hued effect.
C. Form paper mache'masks.D. Pose questions: in a global
review, what kinds oflocally awAilable materialsdictate s Iptural differencbetween people?
al resources are not Discipline Area Art
distributed over the earth Subject SculptureResource
tiree and greatly affect the Problem Orientation Distribution Grade 7-8
ic conditions and quality
PAL OBJECTIVESThe student willnatural freeof branches andto create an
Ulpture.
The student willworld. wide sculpturalduato resource
'V.
e Learnedgaper mache'
S GGESTnD LEARN' G EXP RIENC b. Student - Centered in class I. Outside Resource andactivity Community ActivitiesA. Discuss modern,-;anIllpture.
1. Show filmstrip listedon br:ck.
9. Take questions fromthere to lead offdiscussion.
B. Demonstrate acid discusspaper mache techniques.1. Each student is to
bring in a tree branchwhich is fastened to abase, either nailed orset in a can filledwith sand.
2. Using the learnedpaper mache'techniques,create a new shape fromthe tree branch.
3. To finish the sculpture,paint it anywhere fromone solid color tomulti-hued effect.
C. Form paper mache' masks.D. Pose questions: in a global
review, what kinds oflocally available materialsdictate sculptural differencebetween people?
Resource and Rererence Materia sNETIcations:7117717F EWE", Art & Activities,
Lpril '70
Audio-Visual:
--.1H(÷1ScultureUndrstandirParts I & II, E ucationaDimensions, Inc.
Community:
Continue. an. Acitiona Sug:este
tes rence Materials Continued and Additional Suggested Learning Experiences
& Activities,
-rn Sculpture,;cationa
C 7. Factors such as facilitating Discipline Area Art0N transportation, economic conditions, Subject CarCE population growth, and increased Problem Orientation T aPT leisure titre have a great influence
on changes in land use and centers of population density.BEHAVIORAL OBJECTIVES SUGGESTED LEARNING E
Cognitive: Students willdemonstrate their aware-ness of traffic densitythrough the ccmpletionof his table model studyof traffic in theirneighborhood.
Affective: The studentwill become aware oftraffic problems andspeculate on possiblefuture problems.
Skills to be LearnedCutting, folding &putting together card-board or tagboard shapesto complete formsresembling autos.
Recording information -statistics of their ownneighborhood
I. Stu ent-Cencere in classactivityA. Students will construct cars,
then arrange them in alimited space to suggestdensity of a particularneighborhood (real orimaginary). Students willthen add extra cars forfamilies having two cars.(Density again being noted.)Again, cars will be added torepresent three car families,visitors or additional twocar families. .
B. The students will beexpected to consider what(if any) physical or emotionalproblems and inconvenienceswill result from increasingnumbers of cars in a given area.1. Danger of accidents2. Lack of space3. Fear of accidents4. Exhaust pollution5. Noise pollution6. Vandalism7. Theft, etc.
-IC
Jr
rc
r
it
01de
ne
_c
,E
ax
x
/rn
as
Art
Car
Tra
NG
al
rea.
ach.as facilitating
3n, economic conditions,
rowth, and increased
Discipline Area Art
Subject' Cardboard Sculpture
Problem Orientation Transportation Grade 7-8
nhEndaugeltidirci=eof population density.3JECTIVES SUGGESTED LEARNING EXPERIENCES
I. Student-Centered in classactivityA. Students will construct cars,
then arrange them in alimited space to suggestdensity of a particularneighborhood (real orimaginary). Students willthen add extra cars forfamilies having two cars.(Density again being noted.)Again, cars will be added torepresent three car families,visitors or additional twocar families. .
B. The students will beexpected to consider what(if any) physical or emotionalproblems and inconvenienceswill result from increasingnumbers of cars in a given area1. Danger of accidents2. Lack of space3. Fear of accidents4. Exhaust pollution5. Noise pollution6. Vandalism7. Theft, etc.
ants willit aware-density
Dletiondel studyheir
studentre ofs andssible
arnedg &ar card-2rd shapesrmsDs.:nation -their own
II. Outside Resource andCommunity ActivitiesA. State Dept. of
Motor Vehicles -statistics on thepercent of 1, 2,and 3 vehiclefamilies..
B. Walk through aneighborhood togather statistics_on the number ofvehicles and wherethey are stored- -driveways, garages,on the street, etc.
Resource and RE.ference Materia sPublications:"Box Sculpture", D. Hills, Arts
& Activities, r. 42, May 176
Continued and
Audio-Visual:Film:City: Cars or People? BAVIDesigning With Everyday Materials:Corrugated Paper, B.F.A BAVI
Community:Cardboard may be available atloc6,1 packaging companies,i.e.'Green Bay Fackaging
and Iaterials Continued and Additional Su
, Arts7 T7U-
IV'
EiterialsBAVI
at
ested Learn= E erlences
CL1
1
C 7. Factors such as facilitating Discipline Area Art0N transportation, economic conditions, Subject AeStiCE population growth, and increased Problem Orientation L in
P.T leisure time have a iveat influence at
on changes in land use and centers of population density. anBEHAVIORAL OBJECTIVES SUGGESIED LEARNIL
CogglIlye: The student will I. Student Centered in class I
laLri1771_sen decisions while activityplaying the game and A. Play "Man in hiscooperate with other students. LEnvironment Game".
Affective; The student will4.)
(1.) =Me aware of how changingtha land use in one given
P area may affect land use insurrounding areas and realizethat effective planning makesfor a more cocrdinatedenvironment.
Skills to be LearnedDevelopment of reasoning,foresight & si ecific gameskills
Cooperation with others
nt
1
ng
n12
rt ilitating D!scipline Area Art
eti conditions) Subject Aesthetic appreciation
increased Problem Orientation Land Use Grade 7-8
at influencend centers of oulation de sit .
GG D LPI. Stu ent-Centere in c ass
activityA. Play "Man in his
Environment Game".nts.
1ng
izekes
GEPR NCB;II. Outsi e Resource and
Community Activities
,esource and Re er',2nce Materia s Continue anPub ications:CHM, RoUgit, '71 EnvironmentalInsiFht, (Readings & comment onhuman & nonhuman neture) 100 ChI-C RHO
Audio-Visual:1RTErra His Environment
I-C RMC
Community:
.11
0(
e aria s Continue an A itiona u este earnin 3 eriences
nt on00 Ch
C0NCEPT leisure have a reat
on c anges in and use an centers of
7. Factors such as facilitating
transportation, economic conditions
Lopulation growth, and increased
Discipline Are
Subject
Problem Orient
o ulation densG
I. Stu ent-Centere in cactivityA. Interpreting design
highway patterns invarious art forms.1. The student will
select a highwayinterchange pattsuch as a "cloveas seen on a higmap and enlargeinto a paintingin two colors.
2. Interpreting higdesigns graphicaby cutting and pconstruction papthe necessary shrather than paithe shapes.
3. String design piusing the basicpatterns as a gthe preliminaryalong which theare placed. Exawavy road looks
BEHAVIORAL OBJ CTIVESCognitive: Stu ent wi . eable to recognize and transfer
tS images from one's visual
12'4
senses to a performed tactileskill as exemplified in the
4.1o child's painting or cut-outdesign.
o
a4 Affective: Student willearn.to recognize the value
of designing in theconstruction of highways andbe aware of the planningwhich goes into trafficatterns.
Skills to be LearnedTEITII773arAlfrimagesAbility to paint, cut, paste,draw, etc.
Negative & positive spaceColor theory
t
flyLa
J
a
rtr
ie
ig
la
r E
nca
vc
Are
mnt
tens
.n c
in
tillmayratt
.ove
hig.ge
mg
hig
W ppapsh
'ai
t pi
d.t
giry
:he
NaAcs
1 as facilitating Discipline Area Art
, economic conditions, Subject _LS2Fu_at.rkyalsgesin-Painthe
th, and increased Problem Orientation Transportation Grade 7-3
nye a great influenceLand use and centers of population density.JffCTIVES SUGGESTED LWLand tramfarvisual
tactileied in theDr cut-out
c wille the valueneighways andcanningraffic
nedimagescut, paste,
ye space
I. tu ent entere n c assactivityA. Interpreting designs of
highway patterns intovarious art forms.1. The student will
select a highwayinterchange patternsuch as a ''cloverleaf"as seen on a highwaymap and enlarge itinto a painting donein two colors.
2. Interpreting highwaydesigns graphicallyby cutting and pastingconstruction paper intothe necessary shapesrather than paintingthe shapes.
3. String design picturesusing the basic highwaypatterns as a guide forthe preliminary outlinesalong which the railsare placed. Example: Awavy road looks like this:
ARNING ERPERIENatII. Outside Resource and
Community ActivitiesA. Field trip to view
highway interchanges.B. Highway construction
engineer or workeras guest speaker toexplain how high-ways are plannedand what problemsare overcome byvarious types ofinterchanges.
Resource and Reference MaterialsPZEITERions:IiIihway maps"Vary the pace mith lano lace",J. Lyen, Arts & Activities,71 :14 -16, A
"Creative photography without film,"Richard Latta, IN2i2a, p. 28-9Summer '72
"String printing on tissue Collage",Arts & Activities, 68:36-7Dc.
"Scrap-paper caper", S. Kropa,Instructor, 81:73 May '72
"14intJr Sports Festival - papertearing activity", M. M. Miner,Instructor, 80:48 Feb. '71
maycr,"Ragq, The Artist's Hand-book of matei=a-techuiques, 3ia ed., VikingWM, New York, 1970
Audio-Visual:"Hailstones & Halibut Bones""Little Blue & Little Yellow""Scrap of Paper & a Piece ofString""What is a Painting"(All films available from BrownCounty Library, Green Bay?Slides or films of highways(aerial views)
Community:
Continued and-AddiErMg
erials jContinued and Additional Suggested Learning Experiences
I'
ut film,"28-9
Collage ",7
pa,
aiper
Miner,1
Hand-
g
r own
S
C 7. Factors such as facilitating0N transportation, economic conditions,
Discipline Area Art
Subject PostsCE population growth, and increased Problem OrientationPT leisure time have a great influence
571anlCci use and centers of population density.BEHAVIORAL OBJECTIVES I SUGGESTED LEARNIN
Cognitive: Completion of a I. Student-Centered in classposter will give an activityindication of the child's A. Students will create aunderstanding of concept 7 poster to illustrate theirplus his ability to trans- concern and understandinglate this mental under- over one of the environ-standing into a communicable mental problems posed inmessage. concept 7.
Affective: Student will haveknowledge of good posterdesign and an understandingof concept 7, knowing thatman to a great extentcontrols these factors andshculd be concerned withhow his activities andmode of living may beaffectin others.
Skills to be LearnedComposition and layout ofposter design
Painting, dravingCollage skill
'31
fi
rt
OS t
NIN
r
s facilitating Discipline Area Art
.conomic conditions Subject
, and increased
Poster Design
Problem Orientation Ecology. Grade7-8
a great influenceA use and centers of population density.
SUGGESTED LEARNING EXPERIENCES:TIVESn of a
.ild'scept 7trans-ler-
..unicable
.1.11 have,stertanding.g a that
It
:rs andwithrnd
lilt of
I. Student-Centered in classactivityA. Students will create a
poster to illustrate theirconcern and understandingover one of the environ-mental problems posed inconcept 7.
II. Outside Resource andCommunity ActivitiesA. Exhibit posters in
public place whencompleted.
Resource and Reference MaterialsWinications:'Paper mache'bowls and boxes",S. Grasezow, School Arts,71:26 March '72
"Color combinaticns made exciting",K. G. Kite, Arts & Activities,p. 24-26, Feb. '72
Brinkley, Joh, Lettering Today,Reinhold Pub. Co., New York, 1961
Maurello, S. Ralph, Commercial ArtTechniques, 3rd ed., Viking PressNew York, 1970
Audio-Visual:Poster, B.F.A BAVI
Community:
Continued and Additional Su
SuContinue and A itiona Su este Learnin E eriences
1
s
..,
Et.)
I-1
CJ
f)0Pfa.f
CNI
In
0
rnIn
t'r)r-i
C 8. Cultural, economic, social, - Discipline Area A0N and political factors determine Subject
CE status of man's values and Problem Orientation
T attitudes toward his environment.
'S1
BEHAVIORAL OBJECTIVESCognitive: The studentapp oftelevision programing tomake an environmentalfilmstrip.
Affective: The studentrevises his iudgment asto the value cf commercials.
Skills to be LearnedPhotographyCompositionCreative Writing
SUGGESTED LEARNINGI. Student-Centered in class
activityA. Television skit in film-
strip form.1. Students would do
individual slidestelling a pleasingstory about ournatural environment.
B. Commercials can be inter-jected at intervals. Thesecommercials would off setthe aesthetic beauty ofthe pleasing story.
C. Contrast the value of thecommercial with the valueof the story after projectsare finished. Students willprobably come up with crazyideas for them and will paymore attention to them thanto the main story.1. Isn't this what man does2. Aren't beauties of natur
pushed aside to let thepurveyors of man'spleasures take over?
D. Presentation may be madethrough a box projector
(cont.)
tl
cl
Grade 7-8
4JECTIVEStudentes oftiming toental
tudent.nent ascommercials.
rued
economic, social,
:1 factors determine
n's values and
ward his environment.
Discipline Area Art
Subject Slide SkitBeauty vs
Problem Orientation Commercial. .
Ar
'S1
PING
se
e
cts
azypayhan
oestut,
he
SUGGESTED LEARNING EXPERIENCESI. Student-Centered in class II. Outside Resource and
activity Community ActivitiesA. Television skit in film-
strip form.1. Students would do
individual slides'telling a pleasingstory about ournatural environment.
B. Commercials can be inter-jected at intervals. Thesecommercials would off setthe aesthetic beauty ofthe pleasing story.
C. Contrast the value of thecommercial with the valueof the story after projectsare finished. Students willprobably come up with crazyideas for them and will paymore attention to them thanto the main story.1. Isn't this what man does?2. Aren't beauties of nature
pushed aside to let thepurveyors of man'spleasures take over?
D. Presentation may be madethrough a box projector
(cont.)
Resource and Reference Materia sPublications:11Anyone can make a filmstrip",
R. Grillotte, School Arts,69:12-13, D '69
Audio-Visual:
Comrnunit
Continue an A 'itiona SI. cont.)
which has a peek hole iand which has slits instories to run through.
L
le 3.
inugh .
Continue, an A itiona Suggests. Learning ExperiencesI. (cont.)
which has a peek hole inand which has slits in the back that allow slidestories to run through.
C 8. Cultural, economic, social, and0N political factors determine, statusC
E of man's values and attitudes towardPT his environment.
BEHAVIORAL OBJECTIVESCognitive: The student wilTEEIITTa relationshipbetween cultural, economic,social and political factorsand man's values andattitudes toward his environ-ment by creating an exhibit.
Affective: The studentshows an awareness of theaesthetic factors in acommunity setting andeveryday things.
Skills to be LearnedPhotography andcomposition techniques
Discipline Are
Subject
Problem Orient
SUGGESTEDI. Student-Centered in c
activityA. Students will crest
traveling exhibit dthe culture of theineighborhood.1. Photograph aesth
facades on build:Louses.
2. Collect things aphotographs thatthe cultural, ecsocial and/or postate of a partineighborhood.
3. Assemble these iexhibit to show 'they indicate mavalues and his atowards his envi
4. Examples:a. Types of carsb. Types of housc. Do they haved. What kind ofe. Shopping centd. Playgrounds?
C'
01
t
uc
31
uc
.n:
Are
en t
conomic social and Discipline Area Art
ors determin9. status Subject Photography & CompositionTraveling
s and attitudes toward Problem Orientation Exhibits Grade 7-8
t.
n c
eatt dhe i
sthild
s ahatecporti
,e i
owmas anvi
arsou s
veof
ents?
JECTIVESudent will-onshipeconomic,
cal factorsindhis environ-rin exhibit.
udents of thein aand
nod
piques
SUGGESTED LEARNING EXPERIENCESI. Student-Centered in class
activityA. Students will create a
traveling exhibit depictingthe culture of theirneighborhood.1. Photograph aesthetic
facades on buildings orhouses.
2. Collect things andphotographs that showthe cultural, economic,social and/or politicalstate of a particularneighborhood.
3. Assemble these in anexhibit to show howthey indicate man'svalues and his attitudestowards his environment.
4. Examples:a. Types of cars driven.b. Types of houses.c. Do they have sidewalks?d. What kind of roads?e. Shopping center?d. Playgrounds?
II. Outside Resource andCommunity ActivitiesA. Students should
research culture ofthe past throughtheir local museumor historicalsociety.
,
Resource and Re erence Materia sPu icat ons:"environment: children exploretheir school their community,their values ", C. Knapp,Instructor, 81:62-4 Jan. '62F '72
110 Ph Photography for KidsI-C-E RMC
Audio-Visual:Vilm 24tr=Using Community Resources
I-C-E RMC
Community:
Continue. anu ,..it ona Su:_este. tE
plMt
ds
C 8. Cultural, economic, social and Discipline Area0N political lectors determine status L'bjectCE of man's values and attitudes Problem OrientatioP
-
T toward his environment.Immo I.
0
0
wn0
E I VIOR L 0 L.. iIive: tar
valf-Targn a ratchaccording to studentinteri.ret,ld environmantalvalues.
Affective: The studentcl° Winiegrie to develop
I
,dherr ence to hist ,. . (..
1 environmental values.in
Skills to he LearnedLayoutPlanning'DesignColor
UG S bb, Rtitud-ent-Centered in cras
activityA. Discuss Cults: Roller
Derby, religious, snow-mobiles, boating, wrestling,foc,tbeil, racing, etc.
B. Students should design anarm patch for an anviron-mental anti-polllon cult.
C. Students could actuallymake patches which theycould sew onto theirjackets.
at, .
3conomic, social, and
tors determine status
as and attitudes
vironment.
Discipline Area
Subiect
Art
Patches DesignEnvironmerifir-
Values Grade 7-8Problem Orientation
BjECTIVEScudenttchdentronmantal
tudenteve lop
,is
Lues.
cned
SUGGESTED LEARNT 7G EXPERIENCESI. Stu ent-Centere in c ass
activityA. Discuss Cults: Roller
Derby, religious, snow-mobiles, boating, wrestling,football, racing, etc.
B. Students should design anarm patch for an environ-mental anti-pollution cult.
C. Students could actuallymake patches which theycould sew onto theirjackets.
II. Outside Resource andCommunity ActivitiesA. Students should try
to find examples ofclothes, speechmanners, arm bandsand patches whichare part of a cultthat is interestingto them.
Resource and Reference MaterialsVUE-ications"Envizonment: Children exploretheir school) their communi' ,
their values", C. Z. Knapp,Instructor, 81:62-4 Jan. '62laeb. 1/2
Audio-Visual:
Community:
Continued and Additional S'. gested
tec[ :ials Continued and Additional Su gestedLearnin E eriences
,e
ity,
'62
C 8. Cultural, economic, social, and Discipline Area Art0N political factors determine statusCE of man's values and attitudesPT toward his environment.
Subject Eco
Problem Orientation L'
0
BEHAVIORAL OBJECTIVESCognitive: The studentdesigns a shelter accordingto specific financiallimitations.
Affective: The studentbecomes conscious of theeconomic implications oflife.
Skills to be Learnedarchitacturardesigndrawing
SUGGESTED LEARNINGI. Student-Centered in class
activityA. Economic Design
1. Students will be askedto design a shelter.
2. However, they havecertain limitations.
3. Students should begiven a specific amountof money, possibly $5.00and $5,000.00.
4. Students are then toimagine and design ashelter that would costonly $5.00 or as muchas $5,000.00.
Art
Eco
? L'
[NG
nt
.00
st
,
comic, social, and Discipline Area Art
s determine status Subject
lnd attitudes
ximent.
Economic Design
Problem Orientation Living Space Grade 7-8
:TIVEScnt°cording31
ant-.. thens of
SUGGESTED LEARNING EXPERIENCES
d
n
I. Student-Centered in classactivityA. Economic Design
1. Students will be askedto design a shelter.
2. However, they havecertain limitations.
3. Students should begiven a specific amountof money, possibly $5.00and $5,000.00.
4. Students are then toimagine and design ashelter that would costonly $5.00 or as muchas $5,000.00.
II. Outside Resource andCommunity ActivitiesA. Students should do
some research onhouse or shelterdesign.
Resource and Refcrence Materia sPUBlications:"Making it in 3-D' , E. Stein,School Arts, 71:10-13 0 '71
"Childrens Sculpttre ", J. W. Burgner,School Arts, 71:42-4 0 '71
"Creative Uses of Scrap Materials",R. G. Lervie, School Arts,69:11 F '70
110 A National Aucubon Society,A Place to Live, I-C-E RMC
110 Ca Space, a study in HumanAdaptation, Introduction toEnvironment, I-C-E RMC
"Create Creativity: Designing aVictorian House using BalsaWood", R. Guthrie, School Arts,71:28-30 S '71
Audio-Visual:
Community:
ontinue an A itiona.
one ontinue an A fitiona Sug este Learning Ex eriences
1,
71. Burgner,1
,ria1s",,
Ay,-,
:,an
:o
lg a,a
Arts ,
C-)
O
C 8. Culturel, economic, social, and Discipline Area0N political factors determine status SubjectCE of man's values and attitudes
T toward his environment.
Problem Orientati
BEHAVIORAL OBJECTIVESCognitive: The student willapply cartooning criteriato make a unique statementconcerning his values.
Affective: The student willbecome alert to cartooningas a series of communicativeart for value formation.
Skills to be LearnedDrawingCompositionSatire
SUGGESTEDI. atUdefit-CentetedLin&class
activityA. Political Cartooning
1. Find & show politicacartoons from news-paper.
2. Study and analyzecharacters and charateristics of politiccartoons.
3. Students should conttheir own cartoonsdepicting their valuand attitudes. Theseshould deal with theimmediate environmenor...a possible altenative may deal withthe world outside oftheir own immediateenvironment.
'ati
economic, social, and
actors determine status
lues and attitudes
.2nvironment.
Discipline Area Art
Subject 'Political Cartoonin
Problem Orientation Man's Environ- Grade 7-8ment
tp OBJECTIVESASS 1.11StUdent wil
g criteriastatement
values.AC aIs-
iaratic
student willcartooningcommunicativeormation.
:ont rnedis
laluies e
theuse n
iltedalof
ite
SUGGESTED LEARNING EXPERIENCESI. atudent- efitete&in&class
activityA. Political Cartooning
1. Find & stic./ politicalcartoons from news-paper.
2. Study and analyzecharacters and charac-teristics of politicalcartoons.
3. Students should contrivetheir own cartoonsdepicting their valuesand attitudes. Theseshould deal with theirimmediate environmentor...a possible alter-native may deal withthe world outside oftheir own immediateenvironment.
II. Out-sia-ersource andCommunity ActivitiesA. Students could
collect a numberof political cartoonsfrom newspapers.
Resource and Re erence MateriePublications:
Environment: Children exploretheir school, their community,their values." C. E. Knapp,Instructor, 81:62-4, Jan. 62F. 72
s Continue an Additiona
Audio-Visual:Creating CartoonsBailey Films6509 De Longpre Ave.Hollywood, Calif. 90028
Community:
Lonae Materials Continued and Additional Su ested Learnin 7E eriences
explorecommunity,Knapp,Jan. '62
028
C 9. Man has the ebility to manage,0N manipulate, and change his
E environment.PT
BEHAVIORAL OnECTflTt
Discipline Ar
Subject
Problem Orien
e stu entsa house ac-
cording to geographicreouirements.Affective: Attempt' todetermine the charL:teristicsof a house constructed aroundpredetermined conditions.
Skills to be LearnedDrawingConstruction or sculpture
using various media
. Student-Centered n clasactivityA. The geography of the 1
where we choose to buidetermines the construof the building in whilive.
B. After your Social Studsession the student wichoose an unusual sitehill, the side of a mothe sea, and design aor building to fit it.Outside Resources andActivities).
C. Depending upon materiaavailability, this mayeither as a 2-dimensiodrawing project or thecan actually be constrminiature using materiable.
D. If possible use Our MaEnvironment, I-C-E RMC
E. FriMangy His Envirogame, I-C-E RMC.
s,
elf
c
0I
ten
s the ability to manage,
e, and change his
nt.
Discipline Area Art
Subject Drawing or Construction
Problem Orientation Dwellings ,Grade 7-8
Llas
0 I.bu i
truWhi
tudwiitemoait .
nd
riamaysiorthestreri
MaRMC.iro
" L 0 t.CT Ee stuantp
a house ac-geographicS.
Attempts tohe characteristicsconstructed arounded conditions.
e Learned
on or sculptureus media
T L NG E. Student-Centered n classactivityA. The geography of the land
where we choose to builddetermines the constructionof the building in which welive.
B. After your Social Studiessession the student willchoose an unusual site eg. ahill, the side of a mountain,the sea, and design a houseor building to fit it. (SeeOutside Resources and CommunitActivities).
C. Depending upon materialavailability, this may be doneeither as a 2-dimensionaldrawing project or the structu ecan actually be constructed inlminiature using materials avai -able.
D. If possible use Our Man MadeEnvironment, I-C-E RMC.
E. Win= His Environment,game,17MREt.
Outside Resource anCommunity ActivitiesA. Have your Social
Stu lies teacher comein to explain howdifferent areas of theworld require differenttypes of dwellings tosuit their geographiclocation.
4
4
__Resource and Reference Materials Continued and Additional
Publications:Our an Environment, Book
Space, A Study in Human AdaptationIntro uction to Environment,I-C-E RMC
Audio-Visual:MirTiiEirEnvironment , KT 4,
I-C-E RMC
Community:
sq
ce Materials
ent, Book
an Adaptationnment,
t, KT 4,
Continued and Additional Su gested Learnin Ex eriences
C 9. Man has the ability to manage, Disciplin
Subject
Problem 0
0N manipulate, and change hisC7 environment.L,
PT
%.
i...
.e.- Cognitive: The studento1
1-4
4.1
o0
.....y
0P
P.4
P.
will design a houseaccording to landscaperequirements.
Affective: The studentattempts to determinethe characteristics ofa house constructionaround predeterminedconditions.
Skills to be learnedCorstruction eesignObservation
I. Student-Centered inactivityA. Some neighborhoods
cities are built oland while otherslocated on hills omountains. This of_he way they are btheir appearance atheir usage.
B. View drawings andgraphs that illustbuildings have beeto accomodate this
C. Think of the requiof building a housa sttep, rocky hil
D. Design a house tobuilt on a steep sit may be made oflevels, provide akeep it from slipp
ci
C
:1
ability to manage,
d change his
Min
:t
!rn 0
;GE S
in
)ods
_t o
!rs
Ls oof
7e b:e a
Ind
Lust
bee:his
!quisous
hilto
T sofa
APP
Discipline Area
Subject
Art
Design
Problem Orientation Landscdpes Grade 7-8
CTIVESudent
::ape
:dentines ofJn
SUGGESTED LEARNING EXPERIENCES
:1
I. Student-Centered in classactivityA. Some neighborhoods and
cities are built on flatland while others arelocated on hills or inmountains. This affectsthe way they are built,their appearance andtheir usage.
B. View drawings and photo-graphs that illustrate howbuildings have been builtto accomodate this problem.
C. Think of the requirementsof building a house ona sttep, rocky hillsid'.
D. Design a house to bebuilt on a steep slope,it may be made of differentlevels, provide a means tokeep it from slipping.
II. Outside Resource andCommunity ActivitiesA. Invite an architect to
explain the principlesof good structure.
B. Talk about the affectsof weather uponstructures built onrugged sloping land.
C. Observe differentstructures onvarious landscapesin and around thecommunity.
Resource and Rearence Mataria sPu _cations:`Our Man-made anironmant",120 0 C4, I-C-E RMC
Audio-Visual:
Community:
Continued and Additional uggestaa Learnin
inua. an ACI itiona ugges1-.,2a Learning 33crerie.nces
Afili.
.
ix1I0IH4.)t..)00P
P-.
C 9. Man has the ability to manage,0N maninulatej and change hisCE environment.PT
BEHAVIORAL OBJECTIVESk,ognitive: The studentwill apply the principleof satire to a seriousenvironmental conditionthrough the use of acartoon.
Affective: The studentjuag,:s problems/issuesof h.is environment andintoxnrets them in asatirical cartoon.
Skills to be LearnedCartooning
Discipline Area Art
Subject Cart
Problem Orientation
SUGGESTED LEARNINGI. Stu ent-Centere in c ass
activityA. Cartooning
1. Note various man-madechanges in the environ-ment.
2. After thorough investi-gation of a number ofcartoons as found innewspapers, observingtheir usage as asatirical commentary,have the studentsdevelop their own cartoonsdepicting changes foundin the environment.
i
I
to mana e,
his
Discipline Area Art
Subject Cartoonin
Problem Orientation Manipulation Grade 7-8
SUGGESTED LEARNING EXPERIENCESI. Stu ent-Centered in c ass
activityA. Cartooning
1. Note various man-madechanges in the environ-ment.
2. After thorough investi-gation of a number ofcartoons as found innewspapers, observingtheir usage as asatirical commentary,have the studentsdevelop their own cartoonsdepicting changes foundin the environment.
II. Outsi e Resource andCommunity ActivitiesA. Collect various
magazine and news-paper cartoons.
B. Optional:Invite Al Capp,Charlie Brown &Snoopy or Pogo toyour class toexplain theprinciples ofcartooning.
1
Resource and Reference Materialsaiications:
Audio-Visual:Creating CartoonsBail.2y Films6509 De Longpre Ave.Hollywood, Calif. 90028
Community:
Continued and Additional Suggested L
Continued and Additional Suggested Learning Experiences
0
C 9. Man has the ability to manage, Discipline Area Art0N manipulate, and change his SubjectCE environment. Problem Orientation Man's EPT
Desip a
BEEAVIORAL OBJECTIVESunitive: The studentwill devise a newenvironment from existingmaterials.
Affective: The studentTaariETIVely participatein manipulating theclassroom environment.
Skills to be LearnedObservationPlanningDesign constriction
SUGGESTED LEARNING EXPEI. Stu ent-Centered in crass II. 0
activity CoA. Utopian Experiment
1. Look at the way lifeand work are organized.
2. Discuss.a. What is the physical
set up of the room?b. Who can get the books
and materials?c. What values are
important in theclassroom?
B. Remake your classroom intoa community.1. Begin by planning a new
way of using the space.2. Try to make the environ-
ment more enjoyable.3. Create new uses for the
materials available.4. Construct new forms of
furniture and materialsfor the class.
C. May be continued by proposingnew physical set up for thecommunity, home or possiblyconstructing new playgroundequipment.
n a
E
dlity to manage, Discipline Area Art
;hinge his
PER0 it
Costing
Lpate
Subject Design and Construction
Problem Orientation Man's Environment Grade 7-8
SUGGESTED LEARNING EXPERIENCESI. Student-Centered in class II. Outside Resource and
activity Community ActivitiesA. Utopian Experiment
1. Look at the way lifeand work are organized.
2. Discuss.a. What is the physical
set up of the room?b. Who can get the books
and materials?c. What values are
important in theclassroom?
B. Remake your classroom intoa community.1. Begin by planning a new
way of using the space.2. Try to make the environ-
ment more enjoyable.3. Create new uses for the
materials available.4. Construct new forms of
furniture and materialsfor the class.
C. May be continued by proposingnew physical set up for thecommunity, home or possiblyconstructing new playgroundequipment.
Resource and Reference Materia s Continue an A ditiona SuPu ons.
G - Community Planning1-C-E RNC
Audio-Visual:
Community:
Il
;ugg Materials Continued and Additional Learning > erieriC-67
nning-E RliC
C 10. Short-term economic gains may0N produce lorg-term environmentalCE losses.
T
BEHAVIORAIbBCognitive: Thc stu ents
0 will be able to constructH a "new-fangleC" garment.
Affective: Students willbe able to fed the needto conserve our naturalresources that theywould last for others toenjoy.
Discipline Ar
Subject
Problem Orienta
Skills to be learnedClothing desiinSolve problem:Construction
SUGGESTEDI. tu ent Cente e in c aactivityA. Fur Trapping
1. Discuss design - madesigns come fromnature. Ex. Alligatskin. Discuss howanimals become extidue to people usingfor making a fast bnot thinking aboutenvironmental lossbecause of this rapdepletion of supplya. What animals ar
becoming extinctWhy?
b. Why is their fuhide helping theextinction?
B. Redesign GarmentsUsing junk or articlerecycling, (instead oarti.cle from nature thas already been overmink, furs, leather screate a new style ofEx. A pop-top vest.
:m economic gains may
'rm environmental
Discipline Area Art
Subject Multi MediaShort-Long
Problem Orientation Term Factors Grade 7-8
)BJECTIVES SUGGESTED LEARNING EXPERIENCES:;tudentsconstructgarment.
ants willthe neednatural.
1-ley
,thers to
arned
I. Student-Centered in classactivityA. Fur Trapping
1. Discuss design - manydesigns come fromnature. Ex. Alligatorskin. Discuss howanimals become extinctdue to people using themfor making a fast buck,not thinking aboutenvironmental lossbecause of this rapiddepletion of supply.a. Fhat animals are
becoming extinct?why?
b. Phy is their fur orhide helping theirextinction?
B. Redesign GarmentsUsing junk or article forrecycling, (instead ofarticle from nature thathas already been over used'.mink, furs, leather skins),create a new style of clothing.Ex. A pop-top vest.
II. Outside Resource andCommunity ActivitiesA. Students cobld have
a "collectingcampaign" to helpone another getthings together fortheir new fashionedgarment. They couldput up a list ofarticles neededfor the collectingstation.
'yi
Resource an Re erence Materi s
Publications:"Recreating the Mediocre & theDiscard", B. Stubbins,School Arts, 70:11, March '71
"Design Through Discovery", Usesnatural sources as basis ofdesign, Belvin, Marjorie Elliot
"Creative Use of Scrap Materials,"R. G. Lervie, School Arts,69:11 Feb. 70
Audio-Visual:
Community:
Continues an A II I itiona Suggeste Learn
a
mrn.i ,terials
& the
:rch '71-y", Usesis of-ie Elliotaterials,"rts,
Continued and Additional Suggested Learning ExRETTeieeE
s.
C 10. Short-term econanic gains may
N produce long-term environmentalCE losses.PT
Discipline A-,
Subject
Problem Crien
BEILVIGRAL OBJECTIVESCognitive: The stuaentdifierentiates between theresults of a hurriedly andpainstakingly madepainting.Affective: The student isconscious of the value ofpatience in a successfulpaintino..
116
Skills to'be LearnedStucts sizoTglE.-Tain outac-_-:ylic painting techniques
SUGGESTEDI. Stu ent-Centere in clas
activityA. Talk about hurried art
projects. Discuss proscons of doing a projecthurriedly with poor reor slowly with satisfy-results.
B. Mock oil or water colopainting vs. final oilwater color painting.1. Students should do
pre-pa:Luting of whafinished painting wUse same color, sizshapes, but limit t'a very short time.
2. Students should dopainting taking timpatience.
3. Critique the end prCompare two works a.benefits of using mbut with more timebetter, more satisfresults.a. Sample Questions
1) Which show lewasteful usematerials?
2) Which shows m
term eSIEJ1111L1LEY______
ng-term environmental
lea
tD Tdas-
artgyros
ejec
,reLsfy-
oil
do .
whalig we
size.t tv.dotime
I pr
Cs a,
ig mi
.me
:is f
Lonsq lease
rn
AL OBJECTIVESThe studentes between thehurriedly andy made
The student isthe value ofa successful
Discipline Area Art
Subject Painting
Problem Crientation Short-LongTerm Factors
Learnedoula I:arn out-ing techniques
Grade 7-8
SUCESTED LEARNING EXPERIENCESI. Student-Centered .,r1 class
activityA. Talk about hurried art
projects. Discuss pros andcons of doing a projecthurriedly with poor resultsor slowly with satisfyingresults.
B. Mock oil or water colorpainting vs. final oil orwater color painting.1. Students should do a
pre-painting of what theirfinished painting would be.Use same color, size, andshepes, but limit them toa very short time.
2. Students should do finalpainting taking time andpatience.
3. Critique the end products.Compare two works and discussbenefits of using more timebut with more time reachingbetter, more satisfyingresults.a. Sample Questions
1) Which show lesswasteful use ofmaterials?
2) Which shows more
II. Outside Resource andCommunity ActivitiesA. Compare to industry
and factory waste.
e
a
Resource and Reference MaterialsP.aulications:In Quest OF Cleaner Air & Water, I. (Cont.)
I-C-E RNC2) concern of the artist for
Acrylics ii the Classroom, 4 T. result?
Brandstader, i.l, School Arts, 68:2 -9,
April, 1969Painting, Zaidenberg, Arthur.
(practical instruction in variousmedia)
Continued and Additional Su Rested L
Audio - Visual :ECO.L0217 Th?
Nature, 1 -CSmog - The Air
I -C -E RI1C
sion kit, sevcaI-C-E P2AL
"Where Time isfilm, 18 minutesLibrary
"What Is A Pal_film, 22 minutesLibrary
Community:
Game of Man and
Pollution Game,
a picture discus-pictures,
a River", color, Brown County
nting", color, Brown County
als Continued and Additional Suggested Learning Experiences
ater, I. (Cont.)2) concern of the artist for a successful
4 T. result?68:21-9,
r.
:Lolls
:.or
1
t
C 11. Individual acts, duplicated or
0N compounded, produce significant
CE environmental alterations over
PW time.
A
Discipline Area
Subject
Problem Orientati
BEHAVIORAL OBJECTIVESCognitive: Throug t isproject, the studentapplies the principle ofcombining individual partsto make a whole.
Affective: The studentaccepts the responsibilityof individual work todevelo the whole.
SUGGESTED LEP. Stu ent-Centeia-in c assactivityA. Thrown clay pieces or t
can be combined as mobior hanging pieces.(Wind Chimes)
Skills to be learnedBalanceClay workMobile construction
'...i"
At which point would thmobile/wind chime becomimpractical? (Can alsorelated to Concept #3.
nk
a
ati
Subject CeramicsIndividual
Problem Orientation Alterations
LEPiss
SUGGESTED LEARNI. Stu ent-Centere in c assactivityA. Thrown clay pieces or tiles
can be combined as mobilesor hanging pieces.(Wind Chimes)
t
II. Outsi e Resource anCommunity Activities
t
3
At which point would themobile/wind chime becomeimprar:tical? (Can also berelated to Concept #3.)
Resource and Reference Materia s Continue an Aitiona SuvaPublications:"Mance on a Shcestring", O. C.
Locke, Arts & /ctivities,p.
"Skylight Mobile, W. D. Ehlers,Arts & Activities, p. 20-21,NETT71
"Clay is Fun", R. A. Yoder,School Arts, p. 20-1, Oct. '71
Audio-Visual:Make a Mobile, B.F.A BAVI
Community:
A 0.
Igga. 2terials
, 0. C.s,
Ehlers,0-21,
'71
Continued and Additional Su aested Learnin Ex eriences
C 11. Individual acts1 duplicated or0N compounded, produce significantCE environmental alterations over time.
T
BE VIORAL OBJECTIVESCognitive: T roug t isproject, the studentsintegrate the results ofindividual scriptures intoa group plan.
Affective: The studentsaccept responsibility ofindividual work todevelo the wtole.
Skills to be learnedWire sculpturesGroup planninE andcooperation
Discipline Area
Subject
Problem Orientati
UGG Stuaen entere in c ass
natvityA. Each student does one
simple human anatomy wirsculpture (no action poseare necessary). In groupsof 5 or 6, students creatscenes and settings fortheir sculptured figures.
B. Students then critique eproj2cts.
ati
-ieual acts, duplicated or Discipline Area Art
d produce significant Subject Group SculptureIndividual
,ntal alterations over time. Problem Orientatior. Alterations Grade 7-8
di OBJECTIVES
3s
air
30S eoupsrea t
or
res.a e
rough thisstudents
.e results ofcaptures into
'he studentsinability of-ork towhole.
learnedgyres
_nE and
SUGGESTED LEARNING EXPERIENCESI. 'tudent-Centered in class II. Outside Resource and
activity Community ActivitiesA. Each student does one
simple human anatomy wiresculpture (no action posesare necessary). In groupsof 5 or 6, students createscenes and settings fortheir sculptured figures.
B. Students then critique endprojects.
Resource an. Re erence ateria sPublications:"Making it in 3-D", E. Stein,School ixts, 71:10-13 0 '71
"Ciryscapegin 3-D", M. B.Bowman, Arts & Activities,p. 36-377Jai '71
"Cardboard City", Mixed MediaR. R. Guthrie, il., School Arts,b8.24-25 N '68
"Create Creativity, Dcsigning aVictorian House using BalsaWood", R. Guthrie, School Arts,p. 28-30, Sept. p71
Audio-Visual:Introduction to Scul ture Methods,B.F.A BAVI
Community:
Continue an 4 II III itional 612
)
Continued and Additional Su:;!ested Learnin x eriences
02I0H
C 11. Individual acts, duplicated or
0N compounded, produce significantCE environmental alterations overPT time.
BEHAVIORAL OBJECTIVESCognitive: T roug t isproject, the student shouldcomprehend the significanceof the artist as aninstrument of change insociety.
Affective: The studentsaccept the responsibilityof Lndividual work todevelop the .,hole.
Skills to be LearnedResearchDiscu ;sionIdentification ofpainting
Discipline Area
Subject
Problem Orienta
SUGGESTEDI. Stu ent-Centere in c
activityA. Art history unit -
"Individual Acts BriAbout Change in Desi1. Bauhaus School ha
influenced designfurniture, cloth'
2. Trace the influerdesigns created rBauhaus School oused for everydayeg. Furniture, d"silverware.
Area gated or Discipline Area Art
enta
icant
ver
Subject DesignIndividual
Problem Orientation Alterations Grade 7-8
TED SUGGESTED LEARNING EXPERIENCESn ci I. Student-Centered in c ass II. Outsi e Resource and
activity Community Activities- A. Art history unit - A. Library - ResearchBri "Individual Acts Bringing in art history.Desi About Change in Design". B. Visit an Artof ha 1. Bauhaus School has Museum to observe:sign influenced design of works of artists..oth. furniture, clothing, etc.!luer 2. Trace the influence of:ed r designs created at the)1 o Bauhaus School on designs7yda3, used for everyday products.
d' eg. Furniture, dishes,silverware.
Resource and Reference MaterialsPublications:
Audio-Visual:"Design in Movement" - Film"igan and His Environment #1"Slide/Tape I-C-E RMC
"A World Is Born" - Film 220I-C-E XMC
CJmmunity:
Continued and Additional Sugg-
t.iggs Continued and Additional Su ested Learning Ex eriences
/
0
C 11. Individual acts, duplicated or0N compounded, produce significantCE environmental alterations overPT time.'
Discipline
Subjec2,
Problem Orie
BEHAVIORAL OBJECTIVESCognitive: Ehroug.: thisproject, the sttlentintegrates a variety ofobjects to continuallychange the whsle.
Affective: The studentaccepts the responsibility,f individual work todevelo the whole.
Skills to be learnedCompositionTechniques of showinglight effects on objects
Proport Jn
SUGSESTEI. Student-Centered in cactivityA. Develop a permanent
life during the couthe semester. Eachbrings a few thingsduring the semesterasplay grows and cit becomes continuacomplex.1. Students can reo
objects to makement about our sDraw.
2. Students can takof the ugly objeleave the beautivice-versa and d
3. Students can orgbalanced and unbcompositions.
..
duplicated or Discipline Area Art
si nificant Subjecy Group Happening il CompositionIndividual
rie ationc over Problem OrienLation Alterations Grade 7-8
STE LS
c
tent
couchngsterA c litynue
SUGGESTED LEARNING EXPERIENCES
reoeke
tr s
tak 'cis
)1)j e.
Jutiid dorgunb
I. Student-Centered in classactivityA. -,velop a permanent still
during the course oftt,e mester. Each studentbrings a few things so thatduring the semester thedisplay grows and changes asit becomes continually morecomplex.1. Students can reorganize
objects to make a state-ment about our society.Draw.
2. Students can take out allof the ugly objects andleave the beautiful orvice- versa and draw.
3. Students can organize intobalanced and unbalahcedcompositions.
II. Outsi e Resour e andCommunity Activities
'Ft
Resource and Reference Materials Continued and idditio'publications:
Audio-Visual:"Man and His Environment"*2 Slide/Tape, I-C-E'RMC
"Environmental Awareness -Tcxture", KT 16, I-C-E RMC
Community:
Continued and Additional Sug ested Learnin x eriences
C 12. Priv ownership must be 3
0N regardec as stewardship and should Discipline Yc
CE not encroach upon or violate the Subject
T individual right of others. Problem Ori
BEHAVIORAL OBJECTIVESO Cognitive: Student shall.ribe able to grasp thought of1.4 cartoon as a serious state-
ment. Student shall be ableN to produce a unique communi-
cation relating to landm stewardship.H010 ,Affective: Students becomeN alert tc other forms of
communicatiors. Studentsin shall form lildgement asi to responsibility to the futureII Skills to be LearnedH Cartouninj
Chacterizati,InH Framing4" ColorP Simplicity4 Camera techniques
Basic Filminc procedures
SUGGEST. Student-Centered inactivity
atA. Cartoon (Politicapresenting crimeagainst the land.
B. Film making. St'could produce thecommercial aboutcare for today artomorrow.
C. Slides1. Students can
a slide from Eslide holdervery thin pieacetate
2. Students canon acetate, pon it, paste,on it and putthe old slide
3. Each slide shostudents interof how "privatship leans steto them.(Con't)
01
5;
lip must be
rdship and should Discipline Area Art
c violate the Subject
Ori others.
BESTin
ticaime
and.St,theout
ar
an
am eer
pie
an
, pto
put
ide
shonterivatste
IVESallt ofate-able
muni-
ome
Art as Persuasion
Problem Orientation Convi--ing People Grade 7&8
SUGGESTED LEARNING EXPERIENCES. Student-Centered in classactivity
A. Cartoon (Political type)presenting crime abusesagainst the land. '
B. Film making. Studentscould produce their owncommercial about landcare for today andtomorrat.
C. Slides1. Students can prod:ace
future a slide from an oldslide holder arr.very thin piece ,ofacetate
2. Students can drawon acetate, painton it, paste,cut outon it and put in4-0the old slide holder
3. Each slide should bestudents interpretaionof how "private owner-ship means stewardship"to them.(Con't)
II. Outside Resource andCommunity Activities
Collect examples ofcartoons to be broughtto class for discussion.
View television commercialand list techniquesand approaches used inthe most effective ones.
Take a trip to a localtelevision station.
Resource and Reference MaterialsPublications:The Dream of Icarus, Coutts.Kenneth & Smith"Handmade Slides: Whetstonefor Perceptual Acuity",E. Scott, Arts and Activities,p, 30-1, i.pril -172Future Shock, Alvin TofflerI-C-E RMC"Creative Photography WithoutFilm", Richard Lotta, Design p.Sumner '72"Anyone Car 'lake a Filmstrip"R. Grillote, School Arts, p. 12-Dec. '69"Elementary Filmmaking"J. Burrnet, School Arts,69:20-3 F '70"Photography Workshop ExcitesYoulgsterr", School Arts,April 72 r. 52
Continued and Additional
Montt from I. C.)4. Ex. If students own p
it is important to totrain the animal so tto others.
5. Explain to students tbecause you won sometyour benefit. You ha
8-29
3
Audio-Visual:Children as Film MakersTeaching Film Animation f,Chilc.renEcology: The Game of Man &NatureGarbage, (film 60) I-C-E RMCThe Young Art,Children Make TheitOwn Films,Let's lAake a Film,AvailAble from Nostrand ReinholdFilm Lax' ary450 W. 33'd St. New York, N.Y. 10001
mal ,als
.an p
D toso t
is t :.es,
Dine t
u ha
outan p.
1
). 12-
.es
Continued and Additic7!al Suggested Lear.:? «g Experiences
XCcn't from I. C.)4. Ex. If students own pets they can i11' ,:rate why
it is important to take care of the amnal and
train the animal so that it will not be offensive
to others.5. Explain to students that stewardship means that
because you won something it is not primarily for
your benefit. You have a responsibility to society.
8-29
AC...e Theil'
'...inhold
N.Y. 1()001
i C 12. Privatc ownership must be Discipline Are
.0N warded a: a stewardship and should Subject
CE not encroach upon or violate the Problem Orient
PT individual right of others.
BEHAVIOPw Cognitive: TEi stu ent wig be able to design and
Iconstruct a house according
to specific problems and
4.4l
situation and also illt:strateow comprehension of past7; civilizations in relation to
$4 land.
Aff66tive: Strdent will beable to form judgments asto responsibility to the
future and acquaint himself
with past humrn/landrelationshi
Skills to be LearnedSpace: esignCardboard constructionSketching
SOGGESTEDI. Stu ent-Centere in c
activityA. Expandable House
1. Students shoulda how.,e to expanthe future.
2. They should consland use, space,lation and theineighbors.
3. They could thenactually buildhouse out of cawood, shoe boxe
B. History1. Through the sto
told by art ofdiscover whethecivilizations opast - Roman, EIndian - wure g
2. How did they fe
the land?3. The rights of4. Student; do a
compile sketch.
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