NATURE VS. TECHNOLOGY

In partnership with Lynn Public Schools

NATURE VS. TECHNOLOGY

ESSENTIAL QUESTIONS:

  1. What is your connection to the natural world?
  2. How does it make you feel? Use precise and directive questioning.

LEARNING OBJECTIVES:

Students will be able to… create an artwork using the theme of technology vs. nature aligning to MACF 2019.

STANDARDS ADDRESSED:

Create, Present, Respond, Connect

  • Use one of Clandestino’s work for SLG formal responses. Describe what you see in this work
    • Analyze use of color theory and contrasting colors
    • Interpret (based on specific work chosen)
    • Judge: do you like the work, why or why not? If this was your work, would you have chosen another color palette – explain?

CONTENT & TOPICS:

  • Comparing images from the murals and historical art images.
  • Looking at: Color theory/contrast/balance/light/shadow. Use of symbolism and juxtaposition.
  • Discussion and brainstorming activity of nature vs technology
  • Eye reflection image/Open-ended invitation to explore culture
  • Yin Yang: which do you see taking over nature or the human aspect?
  • Creative assessment : journaling, poem, story telling

INSTRUCTIONAL ACTIVITIES:

Week 1: Brainstorm about nature vs. technology

  • List-making in small groups – nature and technology
  • Discussion of which has more power or does it co-exist. Is it a mutual relationship or a harmful relationship?
  • Talk about murals, and show the students murals. Talking then discussing the murals and writing about them in a journal.
  • When you see the Clandestinos mural what do you see? What is your connection to the natural world? How does it make you feel? Use precise and directive questioning.

Week 2: Identify the project

  • Journal your personal experience with nature/outside vs. technology. What things are you doing while outdoors? What things are you doing on technology?
  • 1 design day with 3 sketch ideas.
    • Ex: Video games- controller with plants growing out of it. Possible table discussion about ideas.
    • Work on this in smaller collaborative groups vs. individual work.
    • Finalize the idea for the mural (individual or small group). Large scale (plywood) or small scale (12”x18”). How does the size of the mural change your interaction or connection with it?
    • Identify materials needed for mural work and specific colors. Almost make a large paint by number.

Week 3-7: Mural work

  • Scaffold evaluation checking progress throughout the creative process.
  • Make sure to create groups of similar content
  • Realistic timelines- smaller: 2 weeks, larger: 4-6 weeks
  • Visiting the murals

DIFFERENTIATION STRATEGIES:

Refer to IEP/504 for specific needs. Adapt the size of the student murals, as well as the art materials used to fit the abilities of the students

MATERIALS:

  1. Plywood
  2. 11×17 drawing paper
  3. Journals
  4. Paint
  5. Rollers/brushes.
  6. Computer, projector, cameras
  7. Markers
  8. Colored pencils
  9. Reference sheets for specific animal/topic/technology/natural element
  10. Stencils
  11. Spray paint
  12. Wood/plywood

VOCABULARY:

  • Nature
  • Technology
  • Scale
  • Vibrancy
  • Heritage

ASSESSMENT METHODS:

Assessment will be summative and completed through a rubric and written response.

  • Rubric Criteria: Creatively use technology and nature in an artwork. Contrast of colors.
  • Written Criteria: In your artwork, who is more powerful – technology or nature? How did you show this in your work?

RESOURCES:

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