Hidden in Plain Sight

Since I am sharing this lesson with my preservice university students this week, I thought I would also share it here. I have used it with 3rd through 5th grade but it is very adaptable. It is part of a unit, Nature's Ways, that includes a printmaking lesson inspired by Andy Warhol's Endangered Species series, a mixed media lesson on metamorphosis with an investigation of the artist/naturalist Maria Sybella Merian, a lesson on camouflage and artist Bev Dolittle, and a comparison of works by John James Audubon and contemporary artist Walton Ford.


Overview of Unit
Scientific themes, especially those related to the natural environment, frequently are expressed in works of art. Artists throughout time and from many different cultures have depicted scenes from their surroundings, documenting the world as they see it. Images of the natural world invite us to explore the sometimes realistic and sometimes fantastic depictions of artists' interpretations.


Many times such artworks raise more questions than they answer, perhaps causing students to examine our use of the earth's resources, demanding that we think about the future of the environment, or simply giving us pause to contemplate the beauty of nature. Through this unit, students will explore concepts found in the natural world such as landscape, ecology, habitat, camouflage, and metamorphosis. Artists to be explored include Maria Sybella Merian, John James Audubon, Bev Dolittle, Andy Warhol, and Walton Ford.


Hidden in Plain Sight

Objectives:

Students will:

 ·        respond to works of art that depict ecosystems with beliefs about their meaning and value supported with persuasive reasoning.

·         create an effective paper sculpture diorama that represents a particular ecosystem.

·         appropriately include a camouflaged animal that would be found in the ecosystem depicted.

Vocabulary

·        ecosystem

·         adaptation

·         camouflage

·         diorama

Resources and Materials

·         reproductions of artworks that depict ecosystems (Crystal Take 5 Art Prints, Interdisciplinary Connections: Art and Science, Natural Environments, available from Crystal Productions, www.crystalproductions.com)

·         pencils or crayons

·         9” x 9” or 12” x 12” squares of construction paper in assorted natural colors (green, white, brown, etc.)

·         assorted sizes and colors of construction paper for details

·         scissors

·         glue

Motivation

Display reproductions of artworks that depict ecosystems, drawing from various times and cultures, and discuss with students. Discuss the characteristics of ecosystems and how camouflage is an adaptation to help survival in ecosystems. Brainstorm a list of ecosystems and camouflaged animals found in them. Demonstrate procedures for making a three-dimensional diorama.

Procedures

To make a diorama:

·         Choose a habitat for the diorama and camouflaged animals that would be found there.

·         Begin with a 9” or 12” square piece of colored construction paper. Fold it in half and then in half again (it will now have 4 sections). Open the paper and cut on one foldonly to the center of the square. After making the cut, carefully overlap the two cut edges and fold the paper into a “box” (actually a corner of a box). Glue together the overlapping edges.

·         Use construction paper to construct two- and three-dimensional figures and objects and glue them in the “box.” Fill in the area formed by the box with paper sculpture techniques (folding tabs so objects can stand, curling paper, going beyond the space of the box, overlapping shapes).

Assessment/Evaluation

To what extent did students:

·         respond to works of art that depict ecosystems with beliefs about their meaning and value supported with persuasive reasoning?

·         create an effective paper sculpture diorama that represents a particular ecosystem?

·         include a camouflaged animal that would appropriately be found in the ecosystem depicted?

Extensions

·         Have students write narratives to accompany the reproductions they studied or their own artworks.

·       Have students make the animals or creatures out of clay instead of paper.

·         A sticky note activity may serve as the opening activity. Give each table a print and a small stack of sticky notes. Ask them to work together to brainstorm vocabulary about the work and write the words on the sticky notes and place them around the image. Then ask students to write a narrative paragraph about the artwork they examined and the ecosystem they portrayed.

 Assessment Rubric

Discussion of Artworks that Depict Ecosystems	Student responds to works of art with insightful comments supported with persuasive reasoning.	Student responds to works of art with some comments supported with reasoning.	Student does not participate in discussion or makes few or no comments.
Ecosystem Paper Sculpture Diorama	Student follows instructions well and works diligently on project, including imaginative details.	Student follows instructions and works towards finishing project with some detail.	Student does not follow instructions and makes little or no effort on diorama.
Inclusion of Appropriately Camouflaged Animal	Student includes appropriately detailed, camouflaged animal within diorama.	Student includes appropriately camouflaged animal within diorama.	Student makes little effort to include appropriately detailed, camouflaged animal within diorama.