Third grade
(Art]Room]News) Third grade
Mrs. Baker McDonald International School Seattle, WA
January 2015
Our Current Unit of Study:
Environmental art We just started a unit on Environmental Art. We will look at the relationship between artists and the environment. Some artists use natural elements to create art, like Andy Goldsworthy. Others find ways to make us look at our environment differently, like Christo and Jeanne-Claude. There are also artists who work to raise awareness about environmental problems and encourage respect for the ecosystems that we coexist with, like Mark Dion. We use the term Environmental Art as an umbrella term to describe all the above and lots more. We have already created temporary installations in the classroom using natural elements—sand, rock, plants, shells. We’ve also transformed a branch into something new using just yarn.
Essential Questions In every unit, there are some big questions we’ll explore while looking at and making art. Here are the questions we’re pondering during this unit:
How do we affect our environment? How does collaboration expand the creative process? How is art used to impact the views of a society?
Learning Objectives Here are the things I want students to know and be able to do in this unit:
I can recognize and describe organic forms I can use and care for art making tools and materials I can add-on to an imaginative idea I can stay focused while following a multi-step process I can figure out what an artist is trying to communicate I can write an artist statement to accompany a piece of my artwork
Looking Forward
In progress: weaving and wrapping yarn around a branch.
Thanks to everyone who sent branches last week! We had enough for everyone. We’ll be doing one more transformative piece connected to environmental advocacy in this unit. I’ll be sending home a letter requesting materials soon.
Mrs. Baker McDonald International School Seattle, WA
January 2015
Our Current Unit of Study:
Environmental art We just started a unit on Environmental Art. We will look at the relationship between artists and the environment. Some artists use natural elements to create art, like Andy Goldsworthy. Others find ways to make us look at our environment differently, like Christo and Jeanne-Claude. There are also artists who work to raise awareness about environmental problems and encourage respect for the ecosystems that we coexist with, like Mark Dion. We use the term Environmental Art as an umbrella term to describe all the above and lots more. We have already created temporary installations in the classroom using natural elements—sand, rock, plants, shells. We’ve also transformed a branch into something new using just yarn.
Essential Questions In every unit, there are some big questions we’ll explore while looking at and making art. Here are the questions we’re pondering during this unit:
How do we affect our environment? How does collaboration expand the creative process? How is art used to impact the views of a society?
Learning Objectives Here are the things I want students to know and be able to do in this unit:
I can recognize and describe organic forms I can use and care for art making tools and materials I can add-on to an imaginative idea I can stay focused while following a multi-step process I can figure out what an artist is trying to communicate I can write an artist statement to accompany a piece of my artwork
Looking Forward
In progress: weaving and wrapping yarn around a branch.
Thanks to everyone who sent branches last week! We had enough for everyone. We’ll be doing one more transformative piece connected to environmental advocacy in this unit. I’ll be sending home a letter requesting materials soon.
