2. Rationale
In this unit, students will begin to merge their considerations of environment
with the concept of art and art-making. Environmental art is an umbrella that
covers many types of artworks within our natural surroundings. Most
importantly, students will become aware of their environment and their roles in
it. In these lessons, students specifically will learn about ephemeral works and
environmental works. Students will explore natural elements compositionally
and as mediums in their works. Students will also observe their surroundings
and begin to pick out things that are considered art. As students build
knowledge of environmental art, they will also begin building relationships with
their community and peers. In the final lesson, the students will produce a
collaborative environmental piece for the school. By doing such a large scale
piece, students will gain a sense of pride as well as unity while considering their
surroundings and habitat.
3. Unit Objectives
• Articulate and identify various ephemeral artworks in their surroundings
• Produce images of found ephemeral artworks in their surroundings
• Produce an ephemeral artwork using environmental (found) objects
• Identify and articulate ‘street art’ as an environmental art
• Identify and articulate various types of street art (graffiti) in relation to the environmental arts
• Produce a mural through collaboration in a street art style
• Identify rock sculptures as environmental and ephemeral works of art
• Produce a collaborative rock sculpture
• Identify and articulate various works of art that includes weaving of natural elements
• Demonstrate their ability to work collaboratively on a woven project using natural fibers
• Demonstrate their gained knowledge of various environmental art practices through a large scale
collaborative piece done for the school
4. 1: Finding
Ephemeral Art
~3 photographs of found
ephemeral artworks
~Teacher will show images of
ephemeral artworks, have
students suggest ideas of
ephemeral artworks, issue
cameras
~Students will be assigned a
disposable camera and will have
until next class to find 3
ephemeral works of art
5. 1: Key Concepts
• Ephemeral art exercises the imagination
• Ephemeral art helps me understand my
place in the world
• Ephemeral art makes me feel more
connected to my surroundings
• Ephemeral art allows me to express my
feelings
6. 2: Making
Ephemeral Art
~Collaborative photographed
ephemeral art piece
~The teacher will go over
ephemeral art work, put
students in groups and take
outdoors
~Students will collaborate and
arrange an ephemeral art piece
with found (natural) objects and
photograph
7. 2: Key Concepts
• Ephemeral art connects me to the
environment
• Ephemeral art exercises the imagination
• Ephemeral art enhances my critical thinking
8. 3: Getting
Down with
Graffiti
~Design a mural ‘street art’ style on wall
provided in classroom or hallway. A
collaborative to be photographed.
~Teacher will show various styles and types of
street art and graffiti. Together, we will
explore the meanings behind street art.
Teacher will prepare the wall for design.
~Students will collaborate on mural design for
hallway or classroom through discussion,
sketching, and brainstorming. Students will
sketch out final design and then paint and
photograph.
9. 3: Key Concepts
• Environmental and ephemeral art helps me
understand my place in the world
• Environmental and ephemeral art allows
freedom and self expression while
manipulating my surroundings
• Environmental and ephemeral art fosters
critical thinking
10. 4: Rockin’ our
Environment
(a look at rock sculptures)
~Collaborative, photographed rock
sculpture
~Teacher will show presentation on
the art of rock balancing and do an in
class demo
~Students will practice with rocks
provided in class, then be assigned into
groups, taken outdoors to execute a
larger collaborative sculpture. Must be
photographed.
11. 4: Key Concepts
• Environmental and Ephemeral art connects
me to my surroundings
• Environmental and Ephemeral art helps me
understand my place in the world
• Environmental and Ephemeral art exercises
the imagination
12. 5: Let’s Learn
the Weave
~Collaborative, photographed woven
assemblage of natural fibers
~Teacher will provide visuals of woven
artworks, demonstrate how to
assemble found pieces for structure,
and demo the weaving process
~Students will be assigned into groups
and pull from provided media (sticks,
fibers) to begin assemblage of woven
piece to be photographed
13. 5: Key Concepts
• Environmental art fosters critical thinking
• Environmental art makes me understand
my place in the world
• Environmental art makes me think of other
ways to do things (recycled materials)
14. 6: The
Installation
~Class will collaboratively design
installation for school
~Teacher will organize with
school board. Teacher will find
place for installation and
implement appropriate
guidelines.
~Class will brainstorm, sketch,
make mini-installations to come
up with final installation for
school. (To be done on rotation
with other classes)
15. 6: Key Concepts
• Environmental and ephemeral art connects
me to my community
• Environmental and ephemeral art helps me
identify with my peers
• Environmental and ephemeral art helps me
understand my place in the world
• Environmental and ephemeral art helps me
understand my relationship to the
environment
