Introduction
The unit was developed primarily through the request of the principal at Polaris Expeditionary Learning School. Fourth and fifth graders at the time were in the midst of studying space in their science class, with an emphasis on the Sun, Moon, and stars. It was requested that each art lesson was somehow tied back to these science concepts. At times, it was challenging to create lessons where art and science played equal roles in the student learning process. It occurred to me early in the process that lessons with more than one subject matter will often lean towards or emphasize one over the other. I did not want to create a unit in which students learned about science through art or vice versa. The goal was to develop lessons where students were able to have equal takeaway about both art and science.
In this unit, students explored a variety of art making methods that require students to experiment and think critically about the choices they are making. Students explored deeply what processes and/or techniques may or may not work at a given time. Planning and reflection became a key step in each art process. They considered the importance of planning in art making and how plans can influence later steps. Reflection was also demonstrated frequently in this unit; students looked back at their choices and thought about what did or didn’t work and why. Along with these concepts, students also explored how artists are responding to the world, how science and art are influenced by each other, and how to create works of art that are relevant to their lives and what is important to them.
In this unit, students explored a variety of art making methods that require students to experiment and think critically about the choices they are making. Students explored deeply what processes and/or techniques may or may not work at a given time. Planning and reflection became a key step in each art process. They considered the importance of planning in art making and how plans can influence later steps. Reflection was also demonstrated frequently in this unit; students looked back at their choices and thought about what did or didn’t work and why. Along with these concepts, students also explored how artists are responding to the world, how science and art are influenced by each other, and how to create works of art that are relevant to their lives and what is important to them.
Lesson Descriptions
Cyanotype Prints - In this lesson, students began by viewing historical and contemporary examples of Cyanotype artwork. Students looked at the artwork of Frederick Coulson, Man Ray, Annie Lopez, and Dan Peyton. The main focus was for students to look at how these artists utilize line and shape. After this part of the lesson, students went out and explored the school grounds for various found and natural objects. Students studied these objects carefully and explore creating compositions by drawing in their sketchbooks. Once these sketches were completed, students created Cyanotype prints. Students coated the paper, arranged objects onto the paper to create a composition, exposed them to UV light, and washed them in a water bath. Once this process was completed, students viewed each other’s art work in a gallery walk setting. Students were also asked to reflect on the process and write down the steps to Cyanotype printing in their sketchbooks.
Nebula Explorations (Paper Marbling) - This lesson began with students viewing photographs of Nebulae found in space with telescopes. Students were asked to look at and identify line, shape, colors, and forms in the photographic examples. The students were then asked to brainstorm a Nebula they want to create in their sketchbooks. To assist them in the brainstorming process, students were given and ‘idea menu’ providing some options for students to choose from. Once students had their ideas solidified, they started marbling paper by using shaving cream and food coloring. Students began this process by putting a layer of shaving cream into a tray. They added drops of food coloring to the surface and swirled the colors around with a toothpick. Finally, students laid a piece of paper down into the tray and applied light pressure, then removed the paper from the tray and squeegee excess shaving cream. Students were also asked to consider adding collage elements (paper shapes, tin foil, etc.) onto their artwork. To reflect on the process, students were asked to work in small groups and place a ‘token’ on a peer’s artwork that they felt is a good idea, is relatable to, or is well crafted.
Supernova Prints (Monoprints) - This lesson began with students looking at photographs from space of Supernovas, and the artwork of Corey Ford, Sandro Pachvashvili, and Izabel Raa. Students were asked to consider how each artist and depiction is utilizing shape, color, and size. Students were also asked to consider if the artists are taking a realistic or abstract approach in their art making and possible reasons why they would do this. Students were then prompted to generate a ‘discovered’ Supernova. Once this part of the lesson was completed, students were asked to brainstorm ideas in their sketchbooks. To assist the students in coming up with ideas, they were given the option to utilize an ‘idea menu’ in this step of the lesson. When their ideas were solidified, students began their art by creating a monoprint. Students drew a design with a marker onto plexi-glass, and placed a damp piece of paper onto the surface of the plexi-glass, and used pressure to transfer the image onto the paper. Once students complete their monoprints, they have the opportunity to add mixed media elements to their artwork. Students can begin adding painting, drawing, and other mediums to their prints. As students finish adding various mediums to their Supernovas, they will have the opportunity to collage and mix multiple artworks onto one page. Once the creation process was completed, students were asked to discuss and/or write why their discovered Supernova should earn them a place on the NASA science team. Students were asked to focus their language on shapes, colors, sizes, and any personal connections they made in their artwork.
Nebula Explorations (Paper Marbling) - This lesson began with students viewing photographs of Nebulae found in space with telescopes. Students were asked to look at and identify line, shape, colors, and forms in the photographic examples. The students were then asked to brainstorm a Nebula they want to create in their sketchbooks. To assist them in the brainstorming process, students were given and ‘idea menu’ providing some options for students to choose from. Once students had their ideas solidified, they started marbling paper by using shaving cream and food coloring. Students began this process by putting a layer of shaving cream into a tray. They added drops of food coloring to the surface and swirled the colors around with a toothpick. Finally, students laid a piece of paper down into the tray and applied light pressure, then removed the paper from the tray and squeegee excess shaving cream. Students were also asked to consider adding collage elements (paper shapes, tin foil, etc.) onto their artwork. To reflect on the process, students were asked to work in small groups and place a ‘token’ on a peer’s artwork that they felt is a good idea, is relatable to, or is well crafted.
Supernova Prints (Monoprints) - This lesson began with students looking at photographs from space of Supernovas, and the artwork of Corey Ford, Sandro Pachvashvili, and Izabel Raa. Students were asked to consider how each artist and depiction is utilizing shape, color, and size. Students were also asked to consider if the artists are taking a realistic or abstract approach in their art making and possible reasons why they would do this. Students were then prompted to generate a ‘discovered’ Supernova. Once this part of the lesson was completed, students were asked to brainstorm ideas in their sketchbooks. To assist the students in coming up with ideas, they were given the option to utilize an ‘idea menu’ in this step of the lesson. When their ideas were solidified, students began their art by creating a monoprint. Students drew a design with a marker onto plexi-glass, and placed a damp piece of paper onto the surface of the plexi-glass, and used pressure to transfer the image onto the paper. Once students complete their monoprints, they have the opportunity to add mixed media elements to their artwork. Students can begin adding painting, drawing, and other mediums to their prints. As students finish adding various mediums to their Supernovas, they will have the opportunity to collage and mix multiple artworks onto one page. Once the creation process was completed, students were asked to discuss and/or write why their discovered Supernova should earn them a place on the NASA science team. Students were asked to focus their language on shapes, colors, sizes, and any personal connections they made in their artwork.
Prepared Graduate Competencies
The PGCs that were addresses in this unit support the idea of exploration and making connections beyond the art world into students’ daily lives. Each lesson gave students skills that apply to life both inside and outside the academic walls. My hope is that from this unit, students will better be able to make connections between multiple academic subjects and connect what they are learning in the classroom to their day to day lives outside of school.
1. See oneself as a participant in visual art and design by experiencing, viewing, or making.
2. Visually and/or verbally articulate how visual art and design are a means for communication.
3. Practice critical and analytical skills by using academic language to discuss works of art and visual culture.
4. Critique connections between visual art and historic and contemporary philosophies.
5. Interpret works of art and design in the contexts of varies traditions, histories, and cultures.
6. Create works of art and design that demonstrate increasing levels of mastery in skills and techniques.
7.Allow imagination, curiosity, and wonder to guide inquiry and research.
8. Participate in the reciprocal relationships between visual art and communities.
9. Persist in the creative process and innovate from failure.
1. See oneself as a participant in visual art and design by experiencing, viewing, or making.
2. Visually and/or verbally articulate how visual art and design are a means for communication.
3. Practice critical and analytical skills by using academic language to discuss works of art and visual culture.
4. Critique connections between visual art and historic and contemporary philosophies.
5. Interpret works of art and design in the contexts of varies traditions, histories, and cultures.
6. Create works of art and design that demonstrate increasing levels of mastery in skills and techniques.
7.Allow imagination, curiosity, and wonder to guide inquiry and research.
8. Participate in the reciprocal relationships between visual art and communities.
9. Persist in the creative process and innovate from failure.