Figure 1. Goldsworthy, A. (1987).
Rowan Leaves & Hole. Retrieved
from /wp-content/uploads/2012/08/tumblr_lrqa1z20JZ1qb8up2o1_1280.jpg
Figure 2: Goldsworthy, A. (2007). Cow Dung on Glass. Retrieved from http://rachelenglandart.files.wordpress.com/2012/04/andygoldsworthy7.jpg
Figure 3. Goldsworthy, A. (1987). Icicle Star.Retrieved from http://www.morning-earth.org/ARTISTNATURALISTS/AN_Goldsworthy.html
Figure 2: Goldsworthy, A. (2007). Cow Dung on Glass. Retrieved from http://rachelenglandart.files.wordpress.com/2012/04/andygoldsworthy7.jpg
Figure 3. Goldsworthy, A. (1987). Icicle Star.Retrieved from http://www.morning-earth.org/ARTISTNATURALISTS/AN_Goldsworthy.html
Contextual Statement
Andy Goldsworthy was born in Cheshire, England in 1956. He was raised in Yorkshire, England and attended Bradford College of Art from 1974 to 1975 and Preston Polytechnic from 1975 to 1978. From the age of 13 Goldsworthy began farming, this had a great impact on his artwork today. It was through farming Goldsworthy learnt how to use a shovel, and build a dry-stone wall, paint in the lines of a plough on the land, build a sculpture in a haystack.
Goldsworthy is a ‘Land Artist.’ Through his artwork he aims to capture nature through all stages of change, light, movement, growth and decay. He has travelled to many different locations all over the world to create his artwork, including Australia. He uses an endless range of natural materials to create his pieces, materials such as snow, ice, leaves, bark, rock, clay, stones, feathers petals and twigs. What he uses is dependent on the seasons as he works with what is available to him, making the subject matter dependant on the seasons and the weather. As his artwork is ephemeral he takes photographs in order to preserve it. These photos are not only of the finished piece but also of its decay and destruction which occurs through natural forces.
For more information about Andy Goldsworthy head to: http://www.ucblueash.edu/artcomm/web/w2005_2006/maria_Goldsworthy/biography.html
On this webpage you will find 4 lessons in relation to Andy Goldsworthy and ephemeral art. They will help you broaden your students’ knowledge and open their eyes to a different type of art they may not have experienced before. There are two lessons that fall under VELS Making & Creating domain and there are two lessons that fall under the VELS Exploring & Responding domain. The lessons are for Level 4 students but could be adapted and made suitable for all years. The Making & Creating lessons get the students outside. One lesson is familiarising them with the space they will be working with and the materials they will be using. The next lesson lets them have a go at creating their own ephemeral art just like Goldsworthy. The Exploring & Responding lessons put them in the shoes of an art critic as they evaluate and reflect on the artwork they have created. The second lesson exposes them to other ephemeral artists and gets them thinking critically about not only the artists but the techniques, tools and materials these artists use.
Through these lessons students will gain an understanding of how to use the land to create artwork. They will learn about ephemeral art and learn that even if art is not permanent it can still be beautiful, and have meaning and depth. It is important for students to know about land art as the land and nature is where everything begins. As Goldsworthy says “I have become aware of raw nature is in a state of change and how that change is the key to understanding. I want my art to be sensitive and alert to changes in material, season and weather.” Through these lessons and having first-hand experience at creating land art they will be able to begin to experience this too.
Goldsworthy is a ‘Land Artist.’ Through his artwork he aims to capture nature through all stages of change, light, movement, growth and decay. He has travelled to many different locations all over the world to create his artwork, including Australia. He uses an endless range of natural materials to create his pieces, materials such as snow, ice, leaves, bark, rock, clay, stones, feathers petals and twigs. What he uses is dependent on the seasons as he works with what is available to him, making the subject matter dependant on the seasons and the weather. As his artwork is ephemeral he takes photographs in order to preserve it. These photos are not only of the finished piece but also of its decay and destruction which occurs through natural forces.
For more information about Andy Goldsworthy head to: http://www.ucblueash.edu/artcomm/web/w2005_2006/maria_Goldsworthy/biography.html
On this webpage you will find 4 lessons in relation to Andy Goldsworthy and ephemeral art. They will help you broaden your students’ knowledge and open their eyes to a different type of art they may not have experienced before. There are two lessons that fall under VELS Making & Creating domain and there are two lessons that fall under the VELS Exploring & Responding domain. The lessons are for Level 4 students but could be adapted and made suitable for all years. The Making & Creating lessons get the students outside. One lesson is familiarising them with the space they will be working with and the materials they will be using. The next lesson lets them have a go at creating their own ephemeral art just like Goldsworthy. The Exploring & Responding lessons put them in the shoes of an art critic as they evaluate and reflect on the artwork they have created. The second lesson exposes them to other ephemeral artists and gets them thinking critically about not only the artists but the techniques, tools and materials these artists use.
Through these lessons students will gain an understanding of how to use the land to create artwork. They will learn about ephemeral art and learn that even if art is not permanent it can still be beautiful, and have meaning and depth. It is important for students to know about land art as the land and nature is where everything begins. As Goldsworthy says “I have become aware of raw nature is in a state of change and how that change is the key to understanding. I want my art to be sensitive and alert to changes in material, season and weather.” Through these lessons and having first-hand experience at creating land art they will be able to begin to experience this too.
Lessons
Creating & Making
Year: 5 & 6 Level: 4
Standard:
At Level 4, students create and present works in a range of arts forms that communicate experiences, ideas, concepts, observations and feelings. They select and combine a range of arts elements, principles and/or conventions, and use a range of skills, techniques and processes, media, materials, equipment and technologies. They show evidence of arts knowledge when planning arts works for different purposes and audiences and identify techniques and features of other people’s works that inform their own arts making. They refine their work in response to feedback and self-evaluation.
Standard:
At Level 4, students create and present works in a range of arts forms that communicate experiences, ideas, concepts, observations and feelings. They select and combine a range of arts elements, principles and/or conventions, and use a range of skills, techniques and processes, media, materials, equipment and technologies. They show evidence of arts knowledge when planning arts works for different purposes and audiences and identify techniques and features of other people’s works that inform their own arts making. They refine their work in response to feedback and self-evaluation.
Lesson 1: Are Natural Materials Art?Resources for lesson
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creating__making_-_learning_opportunities.pdf | |
File Size: | 219 kb |
File Type: |
Lesson 2: The Earth is Our Canvas
Resources for the lesson
Teacher
- Reflection questions
- Rubric
Students
- Park/playground
- Cameras
- Sketches from previous lesson
Activity
Using natural materials and the outdoors to create a piece of ephemeral land art inspired by Andy Goldsworthy
1. Talk to the students about Goldsworthy.
- Particularly his connection to the land and nature,
how he feels when he is creating his work and how
they feel about creating their work and using the
environment and earth as a canvas.
2. Ask the students to revisit their sketches from previous lesson. Give them 5 minutes to recap add or change anything prior to heading back outside.
3. Go back into playground/park and ask students to move in their pairs to where they would like to create their artwork.
4. Once all in own space give each pair a camera (if possible) then give them time to create their artwork. As they are working walk around with a camera and take some photos of them producing their work.
5. Once all artwork is completed walk around and take a photo of the final products.
6. Once completed meet back as a whole group in the park/playground and have a quick discussion about challenges they faced, what they enjoyed, what they created and how they felt. Has their view of nature or using nature to create artwork changed?
7. Return to the classroom and ask students to individually reflect on what they created and experienced. You can write some prompts on the board.
Prompts: - What did I create?
- How did I feel?
- How was I challenged?
- What inspired my artwork?
- Did anything influence my final product?
(weather, materials etc.)
- Was my final product what I wanted?
- Did my idea change from my sketch to final
product? (Why did that happen?)
- Have my ideas of art now changed?
Assessment
What are we assessing?
- The process they go through to create the artwork
- The final product
- Can they work effectively in a partnership
- How insightful is their reflection
How are we assessing this?
1. Process, Product & Teamwork
- Using a rubric (scroll down to find rubric)
2. Reflection
- Have they thought deeply about task?
- Has their view of art changed?
- Does it help us understand where the artwork has
come from?
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andy_goldsworthy_land_art_rubric.pdf | |
File Size: | 303 kb |
File Type: |
Exploring & Responding
Year: 5 & 6 Level: 4
Standard:
At Level 4, students comment on the exploration, development and presentation of their arts works, including the use of specific arts elements, principles and/or conventions, skills, techniques and processes. They identify and describe key features of arts works from their own and other cultures, and use arts language to describe and discuss the communication of ideas, feelings and purpose in their own and other people’s arts works.
Standard:
At Level 4, students comment on the exploration, development and presentation of their arts works, including the use of specific arts elements, principles and/or conventions, skills, techniques and processes. They identify and describe key features of arts works from their own and other cultures, and use arts language to describe and discuss the communication of ideas, feelings and purpose in their own and other people’s arts works.
Lesson 1: Critiquing in the Classroom
Resources for the lesson
Teacher - Colour printer to print photos - Classroom that can be used as gallery - Critiquing sheets enough for two sheets each Students - Clipboard (something to lean on) - Pen/pencil Activity Turn the classroom into an art gallery for the session and have student walk around and critique their fellow students ephemeral artworks. 1. Display the photographs of each ephemeral artwork created in the park/playground around the classroom without names on them. 2. Explain that each student is now an art critic and that the classroom is a gallery with a special exhibition of ephemeral artwork created by (your class). 3. Using the critique sheet provided, spread them amongst the photographs ensuring they are critiquing one that isn’t their own and let them fill in the sheet accordingly. 4. Once completed hand them another sheet but this time get them to critique and assess their own artwork. 5. Once completed meet back on the floor for a discussion about critiquing and how it went. Discussion Questions can include: - Why were there no names? Was that fair? - How was critiquing others' work? - What was challenging? - What was easy? - How was critiquing your own work compared to critiquing others? (Harder? Easier? Why?) Assessment What are we assessing? - Students understand of critiquing artwork - Can they critique objectively rather than subjectively - Are they able to critique honestly How are we assessing this? - Reading their answers to the questions on the sheet - Have they been answered properly - Do they offer a greater understanding than just what they can see? - Is the self- critique reflecting what they have created or just what they think they deserve?
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Lesson 2: Delving Deeper into Ephemeral Art
Resources for the lesson
Teacher - Rubrics Students - Computers - Rubrics Activity Research a different ephemeral artist in a small group present your findings back to the class. 1. Split the class into groups of 3-4 and have them research an ephemeral artist that is not Andy Goldsworthy 2. In their groups they are to create a presentation about an ephemeral artist focusing on: - Short biography - How are they similar? - What techniques they use? 3. Once PowerPoint is finished take turns at presenting their work Assessment What are we assessing? - Thinking and broadening knowledge of ephemeral art - Ability to identify similarities and differences between artists’ skills, techniques and processes - Public speaking - Ability to work as group How are we assessing it? Rubric - Self-assess presentation and group work - Teacher assess against same rubric - Also look at quality of insights are they showing depth of thinking and growth in knowledge?
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References
Artcritique.wikispaces.com. (2013). Art Criticisim - Critique Worksheet. Retrieved April 10, 2013, from http://artcritique.wikispaces.com/Critique+Worksheet
Cempellin, L. (n.d.). Intertwined Through Time: Andy Goldsworthy and his Masterpieces. Retrieved April 8, 2013, from http://www.kon.org/urc/v9/interconnected-
through-art/binkly.pdf
Morning Earth. (n.d.). Artist/Naturalist Andy Goldsworthy. Retrieved April 8, 2013, from http://www.morning-earth.org/ARTISTNATURALISTS/AN_Goldsworthy.html
Red Star Cafe. (2008, February 29). The Environmental Art of Andy Goldsworthy. Retrieved April 8, 2013, from http://redstarcafe.wordpress.com/2008/02/29/the-
environmental-art-of-andy-goldsworthy/
Scholastic. (2008). Inspire and create… Andy Goldsworthy. Retrieved April 8, 2013, from http://education.scholastic.co.uk/content/2281
Sierra. (2009). Andy Goldsworthy. Retrieved April 8, 2013, from http://projects.asds.org/ClassProjects/AH2009/Sierra_Goldsworthy/index.html
Trujillo, S. (2009). Andy Goldsworthy by Stacey Trujillo. Retrieved April 8, 2013, from http://sculptureresearch.wordpress.com/andy-goldsworthy/
Ucblueash.edu. (2006). Andy Goldsworthy. Retrieved April 8, 2013, from
http://www.ucblueash.edu/artcomm/web/w2005_2006/maria_Goldsworthy/biography.html
Cempellin, L. (n.d.). Intertwined Through Time: Andy Goldsworthy and his Masterpieces. Retrieved April 8, 2013, from http://www.kon.org/urc/v9/interconnected-
through-art/binkly.pdf
Morning Earth. (n.d.). Artist/Naturalist Andy Goldsworthy. Retrieved April 8, 2013, from http://www.morning-earth.org/ARTISTNATURALISTS/AN_Goldsworthy.html
Red Star Cafe. (2008, February 29). The Environmental Art of Andy Goldsworthy. Retrieved April 8, 2013, from http://redstarcafe.wordpress.com/2008/02/29/the-
environmental-art-of-andy-goldsworthy/
Scholastic. (2008). Inspire and create… Andy Goldsworthy. Retrieved April 8, 2013, from http://education.scholastic.co.uk/content/2281
Sierra. (2009). Andy Goldsworthy. Retrieved April 8, 2013, from http://projects.asds.org/ClassProjects/AH2009/Sierra_Goldsworthy/index.html
Trujillo, S. (2009). Andy Goldsworthy by Stacey Trujillo. Retrieved April 8, 2013, from http://sculptureresearch.wordpress.com/andy-goldsworthy/
Ucblueash.edu. (2006). Andy Goldsworthy. Retrieved April 8, 2013, from
http://www.ucblueash.edu/artcomm/web/w2005_2006/maria_Goldsworthy/biography.html
Created by: Madeleine Simos ([email protected])