UNIT TITLE: Environments- The Spaces Artist Create and Effect
By: Amber Lemser
Target Grade Level: Elementary / Fifth Grade
1. What overarching understandings are desired?
3. As a result of this unit, students will be able to demonstrate an understanding of:
4. What “essential” and unit questions will focus this unit?
Performance Tasks/Projects:
Project #1: My Bedroom My Space My Environment
Discussion Questions: What makes up an environment? How artist/ people relate to their environments? How can environments give us clues to cultures/ communities?
Objectives:
Students will gain knowledge about living environments of other children their age from other cultures. Students will compare and contrast their bedroom environments to the other children from other cultures. Students will create drawing of their bedroom environment.
Arkansas Frameworks:
6.5.10, 6.5.11, 6.5.13, 7.5.5
Supplies:
Pencil, paper, crayons, markers, pastels, etc.., and images of students bedroom
Activity: Discuss what environments are with students. Discuss different types of living environments (focusing on people). Show students James Mollison’s “Where Children Sleep” series of photographs. Discuss the environment in which these children live with the class. Have students identify the types of environments these children live in. Ask students if they believe their environments are safe or not? Are they appropriate to live in? What does their environment say about that child? Compare and contrast students living environment to the children’s in the photographs. Then have students create their own drawing of their bedroom to symbolize the type of environment they live in. Students may do rough drafts at school, and take home artwork to better research their environments. Then return assignment by the next class.
Resources:
Mollison, J. ( 2010). Where children sleep. Retrieved from http://jamesmollison.com/books/where-children-sleep/
McCann, M. (2014). 16 children and their bedrooms from across the world. this truly opened my eyes…. Retrieved from http://news.distractify.com/maia-star-mccann/childrens-bedrooms- across-the-world/?v=1
Assessment: Did students relate to children from other cultures based off their bedroom environments. Did students use their examination of other children’s bedroom in their own drawings of bedrooms?
Project #2: Creating a Toxic Environment
Discussion Questions: There are many types of environments in the world. What different types of environments are there? These environments are effected in many ways. May those ways be through lack of resources, weather, or by humans. How do you think artist relate and effect/ help environments through art?
Objectives: Students will gain knowledge about environments and how they are effected.
Students will be able to identify a toxic environment, and what may have caused it to become toxic. Student will explore and create a toxic animal and collaborate with other students to create a toxic glow in the dark environment installation.
Arkansas Frameworks:
5.5.15, 5.5.16, 6.5.10, 7.5.6
Supplies:
Pencils, large paper for installation, glow in the dark paint, black lights, scissors, thick watercolor paper, examples of animals, and other materials as needed
Activity: Discuss toxic environments with students. Show examples of endangered species. Discuss what may happen to animals and plants if something toxic is placed in their environment. Discuss the BP oil spill, and how it affected the local gulf environments. Have students discuss what can happen to animals who are effected by toxins (Examples: the Teenage Mutant Ninja turtles, Spiderman, or street sharks). Discuss the artwork of The Teenage Mutant Ninja Turtles by artists Kevin Eastman and Peter Laird. Have students collect supplies as needed. First students will create an animal that has been affected by toxins. They will draw up sketches of this animal in their notebooks first. Then paint or create a toxic animal to be placed in a toxic environment installation. Discuss what an installation is with students, and how their installation can create awareness of endangered species and environments being harmed. Have students look at the artist Yuken Teruya, and his use of recyclables to create beautiful installation art. Then have students create a glow in the dark toxic environment together for their animals to live in.
Resources:
Merchant, B. (2012). Mutant fish, eyeless shrimp, and clawless crabs: fallout: the bp oil spill. Retrieved from http://treehugger.com/energy-disasters/mutant-fish- eyeless-shrimp-clawless-crabs-fallout-bp-spill-video.html
U.S. Fish and Wildlife Services. (2014). Endangered species day. Retrieved from http://www.fws.gov/arkansas-es/esdaycontest.html
Mirage Studios. Inc. (2014). About the creators. Retrieved from http://tmnt25.crtti.com/turtle_power/about_the_creators.html
Lemser, A. (2013). Toxic environment video. Retrieved from http://des.dequeenleopards.org/page/128713_4
Yuken, T. (2014) Yuken teruya studios. Retrieved from http://www.yukenteruyastudio.com/projects
Assessment: Did students understand the difference between a healthy environment and a toxic environment? Did students become aware of the way that humans effect the environment, and how they can help create better environments? Did students create an effective installation of a glow in the dark toxic environment?
Project #3: Creating and Safe Environment in the School/Community
Discussion Questions: What kind of environment is a school? What makes up an environment of a school? How as an artist can we engage in a school environment to help make it safe? Can school environments be toxic?
Objectives:
Students will gain knowledge about environments at school. Students will identify different types of environments at school. Students will discuss awareness of bullying at school, and how to create a bully free environment in their school? Students will create a poster to assert awareness of bullying in a school environment.
Arkansas Frameworks:
6.5.0, 6.5.11, 6.5.12, 6.5.13, 7.5.5
Supplies:
Pencils, posters, crayons, markers, paint, etc…
Activity: Discuss school environments with students. Ask students about how a school environment may be toxic. Discuss bullying in school with students, and how it affects them. Discuss how students could create awareness of bullying in their school environment by making posters as advertisement for anti-bully environments. Research advertisements, and how short they are, how they grab attention, and how they look. Have students think about places or posters that grab attention. What colors do they use? Do they have a lot of writing? Show students comics such as Marvel Comics on anti-bullying, and website with anti- bullying slogans. Show students videos of students against bullying and the art they have created. Then have students break up into groups, design a plan for their poster in an art notebook together. Then have students create an anti- bullying poster to present to the class, and hang in the halls of the school.
Resources:
PBS. (2005). In the mix stop bullying take a stand. Retrieved from http://www. tc.pbs.org/inthemix/educators/lessons/bullying_guide.pdf
Litles, L. (2014). Marvels anti bullying covers with stomp out bullying. Retrieved from http://marvel.com/news/comics/23198/marvel_entertainment_and_stomp_out_bullying_team_up http://nobullying.com/anti-bullying-slogans-for-kids/
Elmasry, F. (2014). Children fight bullying with poems, artwork.http://www.voanews.com/content/children-fight-bullying-with-poems- artwork/1938116.html
Assessment: Did students identify problems within a school environment? Did groups create a poster that captures attention and draws awareness to bullying in schools?
6. Student Self-Assessments, Quizzes, tests, and other academic prompts
Essay Questions
Student Self-Assessments
Students will need to know:
Students will need to be able to:
8. What teaching and learning experiences will equip students to demonstrate the targeted understandings and skills?
Link to the Pinterest page with resources for this unit: http://www.pinterest.com/al151823/environments/
Bibliography
Elmasry, F. (2014). Children fight bullying with poems, artwork.http://www.voanews.com/content/children-fight-bullying-with-poems- artwork/1938116.html
Litles, L. (2014). Marvels anti bullying covers with stomp out bullying. Retrieved from http://marvel.com/news/comics/23198/marvel_entertainment_and_stomp_out_bullying_team_up http://nobullying.com/anti-bullying-slogans-for-kids/
Lemser, A. (2014). Environments. Retrieved from http://www.pinterest.com/al151823/environments/
Lemser, A. (2013). Toxic environment video. Retrieved from http://des.dequeenleopards.org/page/128713_4
McCann, M. (2014). 16 children and their bedrooms from across the world. this truly opened my eyes…. Retrieved from http://news.distractify.com/maia-star-mccann/childrens-bedrooms- across-the-world/?v=1
Merchant, B. (2012). Mutant fish, eyeless shrimp, and clawless crabs: fallout from the bp oil spill. Retrieved from http://treehugger.com/energy-disasters/mutant-fish-eyeless-shrimp-clawless-crabs-fallout-bp-spill-video.html
Mirage Studios. Inc. (2014). About the creators. Retrieved from http://tmnt25.crtti.com/turtle_power/about_the_creators.html
Mollison, J. (November). Where children sleep. Retrieved from http://jamesmollison.com/books/where-children-sleep/
PBS. (2005). In the mix stop bullying take a stand. Retrieved fromhttp://www- tc.pbs.org/inthemix/educators/lessons/bullying_guide.pdf
U.S. Fish and Wildlife Services. (2014). Endangered species day. Retrieved from http://www.fws.gov/arkansas-es/esdaycontest.html
Yuken, T. (2014) Yuken teruya studios. Retrieved from http://www.yukenteruyastudio.com/projects
By: Amber Lemser
Target Grade Level: Elementary / Fifth Grade
1. What overarching understandings are desired?
- Environments are effected by people and artist.
- Environments are clues to cultures
- Some works of art are influenced by their environments.
- How do art, artists and people effect the environment?
- What are some different types of environments?
- What makes up an environment?
3. As a result of this unit, students will be able to demonstrate an understanding of:
- How environments affect them and their culture.
- How they as artist can effect and help the environment through art.
- How to establish understandings of cultures and communities based on environments.
- How to create artwork based on environments.
4. What “essential” and unit questions will focus this unit?
- How do artist relate and effect/ help environments through art?
- What different types of environments are there?
- How can artist become engaged in an environment?
- What makes up an environment?
Performance Tasks/Projects:
Project #1: My Bedroom My Space My Environment
Discussion Questions: What makes up an environment? How artist/ people relate to their environments? How can environments give us clues to cultures/ communities?
Objectives:
Students will gain knowledge about living environments of other children their age from other cultures. Students will compare and contrast their bedroom environments to the other children from other cultures. Students will create drawing of their bedroom environment.
Arkansas Frameworks:
6.5.10, 6.5.11, 6.5.13, 7.5.5
Supplies:
Pencil, paper, crayons, markers, pastels, etc.., and images of students bedroom
Activity: Discuss what environments are with students. Discuss different types of living environments (focusing on people). Show students James Mollison’s “Where Children Sleep” series of photographs. Discuss the environment in which these children live with the class. Have students identify the types of environments these children live in. Ask students if they believe their environments are safe or not? Are they appropriate to live in? What does their environment say about that child? Compare and contrast students living environment to the children’s in the photographs. Then have students create their own drawing of their bedroom to symbolize the type of environment they live in. Students may do rough drafts at school, and take home artwork to better research their environments. Then return assignment by the next class.
Resources:
Mollison, J. ( 2010). Where children sleep. Retrieved from http://jamesmollison.com/books/where-children-sleep/
McCann, M. (2014). 16 children and their bedrooms from across the world. this truly opened my eyes…. Retrieved from http://news.distractify.com/maia-star-mccann/childrens-bedrooms- across-the-world/?v=1
Assessment: Did students relate to children from other cultures based off their bedroom environments. Did students use their examination of other children’s bedroom in their own drawings of bedrooms?
Project #2: Creating a Toxic Environment
Discussion Questions: There are many types of environments in the world. What different types of environments are there? These environments are effected in many ways. May those ways be through lack of resources, weather, or by humans. How do you think artist relate and effect/ help environments through art?
Objectives: Students will gain knowledge about environments and how they are effected.
Students will be able to identify a toxic environment, and what may have caused it to become toxic. Student will explore and create a toxic animal and collaborate with other students to create a toxic glow in the dark environment installation.
Arkansas Frameworks:
5.5.15, 5.5.16, 6.5.10, 7.5.6
Supplies:
Pencils, large paper for installation, glow in the dark paint, black lights, scissors, thick watercolor paper, examples of animals, and other materials as needed
Activity: Discuss toxic environments with students. Show examples of endangered species. Discuss what may happen to animals and plants if something toxic is placed in their environment. Discuss the BP oil spill, and how it affected the local gulf environments. Have students discuss what can happen to animals who are effected by toxins (Examples: the Teenage Mutant Ninja turtles, Spiderman, or street sharks). Discuss the artwork of The Teenage Mutant Ninja Turtles by artists Kevin Eastman and Peter Laird. Have students collect supplies as needed. First students will create an animal that has been affected by toxins. They will draw up sketches of this animal in their notebooks first. Then paint or create a toxic animal to be placed in a toxic environment installation. Discuss what an installation is with students, and how their installation can create awareness of endangered species and environments being harmed. Have students look at the artist Yuken Teruya, and his use of recyclables to create beautiful installation art. Then have students create a glow in the dark toxic environment together for their animals to live in.
Resources:
Merchant, B. (2012). Mutant fish, eyeless shrimp, and clawless crabs: fallout: the bp oil spill. Retrieved from http://treehugger.com/energy-disasters/mutant-fish- eyeless-shrimp-clawless-crabs-fallout-bp-spill-video.html
U.S. Fish and Wildlife Services. (2014). Endangered species day. Retrieved from http://www.fws.gov/arkansas-es/esdaycontest.html
Mirage Studios. Inc. (2014). About the creators. Retrieved from http://tmnt25.crtti.com/turtle_power/about_the_creators.html
Lemser, A. (2013). Toxic environment video. Retrieved from http://des.dequeenleopards.org/page/128713_4
Yuken, T. (2014) Yuken teruya studios. Retrieved from http://www.yukenteruyastudio.com/projects
Assessment: Did students understand the difference between a healthy environment and a toxic environment? Did students become aware of the way that humans effect the environment, and how they can help create better environments? Did students create an effective installation of a glow in the dark toxic environment?
Project #3: Creating and Safe Environment in the School/Community
Discussion Questions: What kind of environment is a school? What makes up an environment of a school? How as an artist can we engage in a school environment to help make it safe? Can school environments be toxic?
Objectives:
Students will gain knowledge about environments at school. Students will identify different types of environments at school. Students will discuss awareness of bullying at school, and how to create a bully free environment in their school? Students will create a poster to assert awareness of bullying in a school environment.
Arkansas Frameworks:
6.5.0, 6.5.11, 6.5.12, 6.5.13, 7.5.5
Supplies:
Pencils, posters, crayons, markers, paint, etc…
Activity: Discuss school environments with students. Ask students about how a school environment may be toxic. Discuss bullying in school with students, and how it affects them. Discuss how students could create awareness of bullying in their school environment by making posters as advertisement for anti-bully environments. Research advertisements, and how short they are, how they grab attention, and how they look. Have students think about places or posters that grab attention. What colors do they use? Do they have a lot of writing? Show students comics such as Marvel Comics on anti-bullying, and website with anti- bullying slogans. Show students videos of students against bullying and the art they have created. Then have students break up into groups, design a plan for their poster in an art notebook together. Then have students create an anti- bullying poster to present to the class, and hang in the halls of the school.
Resources:
PBS. (2005). In the mix stop bullying take a stand. Retrieved from http://www. tc.pbs.org/inthemix/educators/lessons/bullying_guide.pdf
Litles, L. (2014). Marvels anti bullying covers with stomp out bullying. Retrieved from http://marvel.com/news/comics/23198/marvel_entertainment_and_stomp_out_bullying_team_up http://nobullying.com/anti-bullying-slogans-for-kids/
Elmasry, F. (2014). Children fight bullying with poems, artwork.http://www.voanews.com/content/children-fight-bullying-with-poems- artwork/1938116.html
Assessment: Did students identify problems within a school environment? Did groups create a poster that captures attention and draws awareness to bullying in schools?
6. Student Self-Assessments, Quizzes, tests, and other academic prompts
Essay Questions
- Name two artists who are influenced by environments.
- How can we as artist help create awareness of environments through our artwork?
Student Self-Assessments
- Describe how your relationship with your environments has changed since the beginning of this unit.
Students will need to know:
- What environments are?
- What makes up an environment?
- Who and what affects environments.
Students will need to be able to:
- Identify different types of environments and cultures.
8. What teaching and learning experiences will equip students to demonstrate the targeted understandings and skills?
- Illustrations of different types of art and representations dealing and using environments.
- Examples of different environments and how people and artist can affect environments (mass media, oil companies, artist who work with objects in their environment).
- Projects that involve representing and manipulating environments.
Link to the Pinterest page with resources for this unit: http://www.pinterest.com/al151823/environments/
Bibliography
Elmasry, F. (2014). Children fight bullying with poems, artwork.http://www.voanews.com/content/children-fight-bullying-with-poems- artwork/1938116.html
Litles, L. (2014). Marvels anti bullying covers with stomp out bullying. Retrieved from http://marvel.com/news/comics/23198/marvel_entertainment_and_stomp_out_bullying_team_up http://nobullying.com/anti-bullying-slogans-for-kids/
Lemser, A. (2014). Environments. Retrieved from http://www.pinterest.com/al151823/environments/
Lemser, A. (2013). Toxic environment video. Retrieved from http://des.dequeenleopards.org/page/128713_4
McCann, M. (2014). 16 children and their bedrooms from across the world. this truly opened my eyes…. Retrieved from http://news.distractify.com/maia-star-mccann/childrens-bedrooms- across-the-world/?v=1
Merchant, B. (2012). Mutant fish, eyeless shrimp, and clawless crabs: fallout from the bp oil spill. Retrieved from http://treehugger.com/energy-disasters/mutant-fish-eyeless-shrimp-clawless-crabs-fallout-bp-spill-video.html
Mirage Studios. Inc. (2014). About the creators. Retrieved from http://tmnt25.crtti.com/turtle_power/about_the_creators.html
Mollison, J. (November). Where children sleep. Retrieved from http://jamesmollison.com/books/where-children-sleep/
PBS. (2005). In the mix stop bullying take a stand. Retrieved fromhttp://www- tc.pbs.org/inthemix/educators/lessons/bullying_guide.pdf
U.S. Fish and Wildlife Services. (2014). Endangered species day. Retrieved from http://www.fws.gov/arkansas-es/esdaycontest.html
Yuken, T. (2014) Yuken teruya studios. Retrieved from http://www.yukenteruyastudio.com/projects