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

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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

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: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

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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.