Ivan Dzinkic
BFA−BEd−IBmyp 🍁 Certified Teacher
| Teacher | Ivan Dzinkic | Subject group and discipline | Art + Science | Unit Duration - 20 hours |
| Unit Title | Biology Art & Earthworks | MYP Year | 3 (gr.8) | |
| Key Concept | Related concept(s) | Global context |
(Aesthetics) - Connections | Genre - (Biological Illustration) | "State of the planet awareness and awareness of human choices (Hanvey 1976) will actively develop students' ability to consider varying points of view." A focus will be made on the responsibility of artists to be aware of how their activities impact the environment and how artists can make decisions that will lessen the negative outcomes of their work. |
| Statement of Inquiry | ||
"New genres may emerge when innovations are adopted by others" | ||
| Inquiry Questions | ||
| 1. Factual Question: (Land Art Project) What approaches, methods or elements can be identified as specific to the "land art" genre? (Cyanotype) What types of art forms are created using photosensitive materials? (Botanical Illustration) - What are some characteristics of Botanical Illustration? 2. Conceptual Question: (Land Art) Is it possible that a work of land art could influence a society or group of people; in what ways could that happen? (Cyanotype) Is it possible to create both sharp and soft edges using cyanotype; how can we make this happen? (Botanical Illustration) What elements of botanical illustration might help a person identify a particular plant? 3. Debatable question: (Land Art) How much should an artist be allowed to change the environment to create a work of art? (Cyanotype) Did traditional visual artists stop being relevant with the invention of photosensitive film and technology? (Botanical Illustration) How do different cultures, in different times convey and pass on valuable information about medicinal plants? | ||
| Objectives | Summative assessment | |
| (Land Art) - Students create artwork from materials that are found on location. This involves a field trip where prior to the start of artmaking, a discussion is had about the global contexts of environmental responsibility, caring for our planet and the ethical implications of making art using living materials. (Cyanotype) - Students create a botanical cyanotype using plants they collected on the Land Art field trip. Prior to the start of the artmaking process, students are introduced to the invention of photosensitive materials within the context of both science and art history. (Botanical Illustration) - Students create a botanical illustration based either on the plant in their cyanotypes, or a culturally important plant from their respective backgrounds which was historically either used for sustenance or medicinal purposes. | (Land Art) - Visual Representation (Web or Concept Map) Ask students to create a visual representation (e.g., web, concept map, flow chart, or time line) to show the elements or components of a topic or process. This technique effectively reveals whether students understand the relationships among the elements. The summative assessment for the sculpture can be made up of a technical category (stability, unity etc.) whereas the supporting art journal entry can contain information about artistic choices and intention (as outlined in the MYP Arts Guide). Art Journal entries will also be graded on their clarity and notation of artistic choices and intent. (Botanical Illustration) Since the illustration is done with traditional art materials, students can be assessed on technical proficiency related to the medium. Through this unit, students’ ability to handle art materials will be practised and assessed through an art form of a particular genre. They will have the opportunity to innovate on their own through experimentation to reach a desired outcome. The inquiry category of change (transformation) can be approached from a technique perspective (how does the outcome of a cyanotype change depending on how long you allow it to be exposed to sunlight? How does your ability to create a soft edge or gradient change depending on how wet the paper is when you apply the paint?) or it can be explored through their art journal where their conceptual understanding of this statement can be assessed. For example, their botanical illustration can demonstrate how a dandelion transforms from a seed to a puffy dandelion nearing the end of its life cycle. Orientation in time and space can be assessed through the land art/ earthworks project by way of innovative structural solutions and their ability to create a finished artwork within the time the field | |
| Approaches to learning (ATL) | ||
Creative Thinking - Students have to make creative decisions with respect to the composition of their artworks, as well as the information and message the artworks convey.
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| Content | Learning Processes |
Week 1: Land Art/Earthworks Field Trip and collection of plant samples
| Learning experiences and teaching strategies (Land Art) After this lesson, students will go on a field trip to a natural area where they are able to use their environment and found materials to create an artwork (sculpture or flat composition). They can choose to work alone or in a group. The teacher will explore different ways to combine materials and take pictures of their art to reference later in their journal. Students will be encouraged to think about their artistic choices and intent within the scope of previously learned art concepts such as the Elements of Art and Principles of Design. For example they can create an earthwork that portrays principles of design such as rhythm, pattern, movement, unity etc. or an artwork that focuses on colour, line, shape, form etc. The teacher will use both direct teaching and open ended questions to guide students towards making a good work of art. Students can share solutions to novel problems and borrow ideas from others. In preparation for their next art project, they will collect some samples of plant life or other natural objects which they will then use for their cyanotypes. Week 2: In the classroom, students will create a presentation of their artworks which are accompanied by artist statements and descriptions. They will have an opportunity to think/pair/share with their classmates about the creation of their artworks and how they approached the project from beginning to end. They will look to justify whether or not the artwork was damaging to the location in any way and describe their creations with regards to artistic choices and intent. During the second lesson, a presentation and inquiry will be made into photosensitive materials, and how the invention of this technology shaped artistic expression over the years. Students will discover cyanotypes and have the opportunity to try small samples of this paper to explore different ways to create different effects. They will place their plant samples in a heavy textbook to flatten them out in preparation for next week's artmaking.
Following these exercises they can use reference materials to sketch out a plant in various stages of development, after which they will paint it in with colour and label the various elements based on scientific data for their chosen plant. The teacher will use flipped classroom techniques to record instructional videos for students which can be viewed at home or in the classroom, and which show all the tips and tricks to create desired effects. Templates for botanical illustration will be provided to assist students with composition. Students can choose to work in small groups on a larger paper and combine their skill sets to make a pleasing end product.
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| Formative assessment ● Student participation in the think/pair/share ● Student technique exercises and their ability to showcase their skills in watercolour/tempera as well as cyanotype ● Student journal entries and overall presentation quality ● The responsible use of art materials, both sourced from living organisms and the environment, as well as not being wasteful with art supplies ● Their contributions to the group project (if they choose to work in a group) | |
| Differentiation ● The teacher will make a strong effort to help less technically skilled students with mastering techniques in watercolour. ● During the cyanotype project, the teacher will work alongside students to create their own cyanotype and share tips and tricks along the way. ● Students who excel in a particular skill can be appointed as “local experts” and be placed with others to help them solve a problem. ● Students who excel at art in general can be given challenges such as creating complex structures for land art, choosing a complex plant for botanical illustration which may or may not include more difficult techniques such as 3 colour gradients or frottage. ● The teacher can give after-school support to any student who is not pleased with their product. | |
| Resources | |
In the “Rationale” section – I referenced the “IB Student Profile” - The Aims/Objectives of the Lesson part 1 (Basics) were referenced from the “MYP Arts Guide” Formative Assessment “Visual Representation – Web or Concept Map” was sourced from Wiggins and McTighe – Extract: Formative Assessment Technique and was found in the “MYP Arts Teacher Support Material 2022-2023"
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| Prior to teaching the unit | During Teaching | After teaching the unit |
A review of the elements of art and principles of design for the purpose of creating a strong artwork, or as an entrypoint into land art/earthworks would be useful so that students can have some visual forms in mind prior to starting.
| The art teacher should always be walking around and observing students at work. The main purpose of this is to highlight and praise students who have come up with a good solution and allow them to present their work to the class. On the flip side, if a teacher notices some technical difficulties, it’s a great opportunity to have a demonstration and help them with their issues. The teacher should look to bring the vocabulary of science into the lesson and reiterate important concepts in science whenever possible. For example, asking a student who is doing botanical illustration “which part of your poster shows a plant that is germinating? “ During the land art project, the teacher should assist with the collection of materials to an extent, and provide instant feedback and encouragement to those who are | The artworks can be shared with the science department and made into more permanent posters. Student journal entries should be re-visited to touch upon the statements of inquiry and contrast/compare these entries to a different project. The idea of caring for the environment while making an earthwork can be referenced and extend as Service As Action in any other school activities. |