Lesson PlanTeacher: Jayme Miller- Eco Art Ed Group 2
Grade Level: Middle School (Grades 5 - 8)
Title: Bottle Art (Wind Chimes Made from Recyclable Soda Bottles)
Brief History and Background:
Assemblage Sculpture - A three-dimensional composition made of various materials such as found objects, paper, wood, and textiles.
Found Material or Found Object - An image, material, or object, not originally intended as a work of art, that is obtained, selected, and exhibited by an artist, often without being altered in any way. The cubists, dadaists, and surrealists originated the use of found images / materials / objects. Although it can be a natural or manufactured image / material / object, the term readymade refers only to those which were manufactured (known in the French, objet trouvé).
Wind Power Development - For human development to continue, we need sources of energy. The cost of coal and natural gas as an energy supply is on a constant rise. To protect our environment we need to produce energy that does not place damaging stress on our ecosystem. The history of wind power shows a general evolution from the use of simple, light devices driven by aerodynamic drag forces; to heavy, material-intensive drag devices; to the increased use of light, material-efficient aerodynamic lift devices in the modern era. The first windmills were developed to automate the tasks of grain-grinding and water-pumping and the earliest-known design is the vertical axis system developed in Persia about 500-900 A.D.
National Art Content Standards:
5-8 Content Standard: 1: Understanding and applying media, techniques, and processes
5-8 Content Standard: 2: Using knowledge of structures and functions
5-8 Content Standard: 3: Choosing and evaluating a range of subject matter, symbols, and ideas
5-8 Content Standard: 4: Understanding the visual arts in relation to history and cultures
5-8 Content Standard: 5: Reflecting upon and assessing the characteristics and merits of their work and the work of others
5-8 Content Standard: 6: Making connections between visual arts and other disciplines
Technology Foundation Standards for Students:
Basic operations and concepts
Students demonstrate a sound understanding of the nature and operation of technology systems.
Students are proficient in the use of technology.
Social, ethical, and human issues
Students understand the ethical, cultural, and societal issues related to technology.
Students practice responsible use of technology systems, information, and software.
Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity.
Technology productivity tools
Students use technology tools to enhance learning, increase productivity, and promote creativity.
Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.
Technology research tools
Students use technology to locate, evaluate, and collect information from a variety of sources.
Students use technology tools to process data and report results.
Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks.
Technology problem-solving and decision-making tools
Students use technology resources for solving problems and making informed decisions.
Students employ technology in the development of strategies for solving problems in the real world.
Goal: Through this lesson students will learn how to promote the protection of our environment through the production of energy and art that does not place damaging stress on our ecosystem.
Objectives: Students will…
Learn the developments of wind power and how wind can produce energy that does not damage our ecosystem.
Learn to use Google Earth to explore regions of the United States that use wind power verses electric, oil or gas.
Learn about assemblage sculpture, found material or object, and various artists.
Learn to use SketchUp to create a prep-sketch or plan.
Use recyclable materials to create art that encourages recycling and wind power.
Be able to present and discuss their art work with pride and confidence.
Resources Materials/ Visual Aides: (Examples of works incorporating found materials)
· Green Museum (greenmuseum.org) collaboration between artists and environmental force(wind).
· Louise Nevelson (American, born Russia, 1899/1900-1988), Sky Cathedral, 1958, found wood assemblage sculpture, painted black, 115 x 135 x 20 inches, Albright-Knox Art Gallery, NY.
· Louise Nevelson, Royal Tide V, l961, found wood assemblage sculpture.
· John Chamberlain (American, 1927-), Scull's Angel, 1974, welded painted steel, 29 x 45 x 38 inches (73.7 x 114.3 x 96.5 cm), Modern Art Museum of Fort Worth, TX. For this and many other sculptures, Chamberlain used junked automobile parts. Although he has also used other kinds of debris scavenged from the industrial environment, such as paper bags, urethane foam, and Plexiglas — he is best known for his lyrical, evocative assemblages of twisted, crushed metal.
· Yayoi Kusama (Japanese, 1929-), Baby Carriage, 1964, repainted c. 1966, baby carriage, cloth, stuffing, silver metallic paint, 38 x 23 1/4 x 40 inches (96.5 x 59 x 101.6 cm), Allen Memorial Art Museum, Oberlin College, OH.
· Deborah Butterfield (American, 1949-), Horse #2-85, 1985, found materials: barbed wire, pipes, fencing, an old tire, and corroded scraps of metal and wood, 33 3/4 x 48 x 109 inches, AZ State U. Art Museum, Tempe.
· Tony Feher (American, contemporary), Suture, 1997, fifty-seven plastic bottles, water, food coloring, wire, and rope, dimensions variable, Whitney Museum of American Art, NY.
Quote:"Not everything is art, but everything is art supplies."Lew Alquist (1946-2005), American sculptor and art educator. Quoted by Jim White, fellow sculptor and colleague at Arizona State University, in a text published for a 2006 restrospective of Alquist's work.
Supplies / Materials:
Computer Lab Internet Access SketchUp
Google EarthFishing Line Needles
Soda Bottles Coffee Lid Sea Shells Bells
Soda Bottle Caps Scissors
Exacto Knives Paint Brushes Newspaper Water Cups
Paint Brushes Hole Punch Paper Acrylic or Spray Paint
Teacher Preparation:
· Video: Full Focus: Wind Power Project February 7, 2006 KPBS March 8, 2006. http://video.google.com/videoplay?docid=-7840165070597196117&q=WIND+iNSTITUTE+Videos
· Power Point of resource material / visual aides:
o Wind Energy Today Phil Dougherty – National Coordinator – U.S. DOE's Windpowering America Presentations from Regional Legislative Wind Institute June 10-11, 2005 Richmond, Virginia Presentations from the Wind Institute 2005 National Conference of State Legislatures A Forum of America’s Ideas http://www.ncsl.org/programs/energy/windinst605.htm
o Where Windpower Fits Mike Jacobs – Deputy Policy Director – American Wind Energy Association Presentations from Regional Legislative Wind Institute June 10-11, 2005 Richmond, Virginia Presentations from the Wind Institute 2005 National Conference of State Legislatures A Forum of America’s Ideas http://www.ncsl.org/programs/energy/windinst605.htm
· Sample Project (step by step prepped materials for demo – cut soda bottles and fishing line)
· Cut the tops of the soda bottles for students prior to lesson
· SketchUp Sample
Teaching: A balance between the delivery of information (verbally & with visual references/aides, the demonstration of a procedure, and opportunities for students to apply that information in hands-on practice and exercise.
Introduction: Students will be introduced to this lesson with a brief introduction to energy and wind power. The students then will research using Google Earth various parts of the United States that use wind power. Students will be introduced to various artists through a power point presentation on assemblage sculpture. Students will discuss ways they can recycle and create art that employs wind power.
Directions:
1. Cut your soda bottles into various shapes/forms.
2. Cut your fishing line. (You can also use twine, yarn, or string.) For each object you want to use, cut one, eight-inch piece of line and set aside.
3. Cut holes into your soda bottle pieces. Using a hole punch, cut holes into your plastic soda bottles. You'll need one hole for each piece of line.
4. Paint the soda bottle pieces & lid. You can use acrylic paints or spray paint. Set aside to dry.
5. Glue one end of each piece of yarn to a piece of the soda bottle, shell, bell, bottle cap, etc. Allow to dry completely. (This may take several hours.)
6. Attach each piece of line (with the object already attached) to the lid by stringing the line through the hole and tying a knot. Continue until all your objects have been strung.
7. Cut three additional pieces of fishing line. Measure each one, making sure they're all exactly 9-inches long.
8. Tie. You'll want to space your 3 pieces of fishing line evenly around the top of your lid. (This is what will hold you wind chime up.) Find 3 holes and knot your fishing line to the lid.
9. Knot. Gather the 3 loose pieces of fishing line together and knot them. Trim any loose ends.
10. Find a hook and hang.
Critique/Evaluation/Assessment:
· Teacher Lead Student Critique
· Teacher Assessment Rubric
· Student Assessment Rubric
Time Budget: 5 – 6 Class Periods
Vocabulary:
Assemblage Sculpture - A three-dimensional composition made of various materials such as found objects, paper, wood, and textiles.
Found Material or Found Object - An image, material, or object, not originally intended as a work of art, that is obtained, selected, and exhibited by an artist, often without being altered in any way.
Recycle – process used or waste material so that it can be used again
Wind Power / Wind Mill – the force of the wind harnessed by windmills and wind turbines that convert it into electricity, or the electricity produced in this way
Energy – physics a supply or source of electrical, mechanical, or other form of power
Ecosystem - a localized group of interdependent organisms together with the environment that they inhabit and depend on
Safety Concerns: Cutting plastic soda bottles with exacto knives (do not cut towards the body) and watch the cut edges of the plastic when handling the wind chime pieces. Pre cut the tops of the soda bottles for the students.
Bibliography/References:
Adams, Clive. Greenmuseum.org. “A Brief Introduction”. 2007.
http://greenmuseum.org/generic_content.php?ct_id=60
Bianco, Adriana. Ecological Art. “Ecological Art and Ethics.” 1996-2007.
http://www.ecologicalart.org/ecartandet.html
Corredor, Nohra. Ecological Art. “Ecological Art & Poetry.” 1996 – 2007.
http://www.ecologicalart.org/artecpoet.html
Delahunt, Michael. ArtLex Art Dictionary. 1996-2007. http://www.artlex.com/
Dodge, Darrell M. . Illustrated History of Wind Power Development. Littleton, Colorado
© 2001-2006 Darrell Dodge and TelosNet Web Development http://www.telosnet.com/wind/early.html.
Doughterty, Phil. Wind Institute 2005 National Conference of State Legislatures A
Forum of America’s Ideas. “Wind Energy Today .” Richmond, Virginia. 2005.
http://www.ncsl.org/programs/energy/windinst605.htm
How to Make Stuff.com. “How to make a wind chime – suncatcher.” Submitted by:
admin. 2003. http://www.howtomakestuff.com/directory/Detailed/951.html
ISTE NETS. “Curriculum and Content Area Standards
NETS for Students”. 2000-2005. http://cnets.iste.org/currstands/cstands-netss.html
Jacobs, Mike. Wind Institute 2005 National Conference of State Legislatures A Forum
of America’s Ideas. “Where Windpower Fits”. Richmond, Virginia. 2005. http://www.ncsl.org/programs/energy/windinst605.htm
KPBS. “Full Focus: Wind Power Project”. Recorded on February 7, 2006. Aired on
March 8, 2006. http://video.google.com/videoplay?docid=-7840165070597196117&q=WIND+iNSTITUTE+Videos
Worldwide Nature Artists Group. “Artists for Conservation”. Worldwide Nature Artists
Group, Inc. 2007. http://www.natureartists.com/
