Students will be able to know and name contemporary artists who focus on climate change in their work, including Olafur Eliasson and Maya Lin. (Comprehend, GLE:1, SHoM: Understanding the Art World, Observe, Art Learning: Contemporary Art)

 

After researching an ecosystem, students will be able to know how natural disasters and climate change affect them. (Comprehend, GLE:1 and 2,  SHoM: Understanding the Art World, Stretch and Explore, Literacy: Researching chosen ecosystem by reading articles and know the relevant vocabulary)

 

Students will be able to represent their chosen ecosystem past, present, and future through sketching the final artwork. Students will sketch out two ideations of each past, present, and future for a total of six sketches to help them create their progress piece. (Create, GLE: 2 and 3, SHoM: Evision, Stretch and Explore, Art Learning: Ideation sheet and sketching)

 

Students will be able to utilize a laser cutter to create a topographical base using 5-7 cardboard layers for their ecosystems and build on top of it with various materials including but not limited to sculpey clay, fabric, paint, and figurines etc. (Create, GLE: 1, 2 and 3, SHoM: Developing Craft, Engage and Persist, Express, Technology and Numeracy: Laser Cutter, Measuring and Calculating)

 

Students will be able to develop successful craftsmanship as a sculptor by applying and revising their ideas to build their final artworks, and experimentation with the laser cutter and other materials. (Create, GLE: 1, SHoM: Develop Craft, Art Learning: Developing skill)

 

Students will be able to present their projects to their peers in a public setting through performance art of destroying their pieces and will participate in group discussion with peers in order to talk about the ideas of the pieces that worked well and what areas could have been improved. They will share out their new knowledge of the climate they are an expert of. (Reflect GLE: 1, Transfer GLE: 1, 2, and 3, SHoM: Evision, Reflect, and Express Art Learning: Critique, Performance Art) 

 

Students will be able to reflect through written reflection on the experience of publicly destroying an art work, how it made them feel, and how this concept relates to the wider world and climate change. (Reflect, GLE: 2 and 3, SHoM: Reflect, Engage and Persist, Art Learning: Artist Statement, Literacy: Writing, Using Vocabulary)