Can students name contemporary artists whose work relates to climate change and explain how climate changes relate to their work?

 

Can students explain how natural disasters and climate change affect them through doing research and narrowing down to one chosen climate?

 

Can students develop ideas on past, present, and future versions of a climate and represent that through sketches?

 

Can students use a laser cutter to create a topographical cardboard base using at least 5-7 cardboard layers for their sculptures and utilize other sculpture materials?

 

Can students write a thoughtful artist statement that encompasses their conceptual ideas relating back to their three pieces of past, present, and future?

 

Can students participate in a public performance of destroying their pieces and give an explanation of how the chosen natural disaster affects that specific ecosystem?

 

Can students critique their peers' pieces, discussing what worked well in the piece and what could be improved to increase craftsmanship or relate back to the concept of the artwork?

 

Can students discuss the strengths and weaknesses of their pieces in terms of the use of materials, craftsmanship, and conceptual relationships to their chosen climates and natural disasters?