Nature Sketchbooks
It all begins with an idea.
Age: 6-8 years old
Grades: 1st and 2nd
Objectives:
Overview
For this age group, the focus was on using the sketchbooks rather than building and creating them, as I would do with older groups.
I created the sketchbooks simply using 5 pieces of 8.5” x 11” printer paper folding in half and hole punched. To hold them together I looped string or two rubber bands through the hold and tied a knot. The string held well but required a needle and more time. The rubber bands were fun for kids to hold or slide onto their wrists but also made the books a distracting toy in some instances (less often than I had thought though!)
On the first day of camp each week, I gave the kids their sketchbook upon arrival and suggested that they decorate the front, adding their name and drawing whatever they felt like. This was an effective way for more shy kids to get used to being at camp and gave them a low pressure activity. It was also a way to keep the more social kids calm as we shared space with other camp groups at this time.
At the end of the day or at lunch, sketchbooks were a way to have students step into the role of artist and/or scientist. We began the sketchbook activity by summing up what a sketchbook is and how it is used in a few sentences. I most often began by asking students “Who uses a sketchbook?" followed by “What do you put in a sketchbook.” Then to focus in on the idea of observation, we had students raise hands and share something they saw or experienced during their outdoor activities that day. To highlight the value of their responses, exemplify written observation and assist with brainstorming and spelling, we wrote each answer on the board. When the board was filled, students received their sketchbooks are were prompted to use one page to draw something either from the board and/or their own experience.
If students were prematurely finished drawing, I requested that they add two more details and/or label their drawings. Being specific (TWO more details, label three things, etc.) guided the students and gave them clear expectations to fulfill. I also fluttered around the room asking students to tell me about their drawings, often getting surprising, insightful and really cute responses. This was a great way to receive informal feedback on out other lessons and gave the kids something to show their parents and talk about camp at the end of the week.
One of my favorite sketches is pictured above. A girl at camp drew a dragonfly skimming the water, something she observed during our fishing activity. The bright blue dragonflies fluttered their translucent wings so quickly we could really only see their bodies- something she articulated clearly in her sketch and reiterated when I asked her to tell me about the drawing. This keen observation blew me away. Overall, the prompt to draw a highlight from their camp activity of the day was more than enough for students to go off of. Some campers were more scientist minded, fixed on using accurate colors and drawing textures and adding labels. Others drew raptors or bugs in bright colors, not even placing an accurate background landscape. I loved the variation in methods and results of this open ended sketchbook lesson and found that the prompt effectively met our learning objectives.
Nature Sculptures
It all begins with an idea.
age: 6-8 years
grade: k-2nd grade
Lesson Name: Nature Sculptures (aka Temporary Land Art)
General Topic: Art
Environment: Forest
Lesson Location: hiking trail (spillway trail beginning at lake loading dock near social center)
Lesson Objectives:
· The learner will observe nature closely using all five senses.
· The learner will create a sculpture out of found objects.
· The learner will notice existing and create new patterns, shapes and colors.
National Core Visual Arts Standards:
· VA:Re.7.1.2a Perceive and describe aesthetic characteristics of one’s natural world and constructed environments.
· VA:Cn10.1.3a Develop a work of art based on observations of surroundings.
· VA:Cr2.3.4a Document, describe, and represent regional constructed environments.
· VA:Cr2.1.6a Demonstrate openness in trying new ideas, materials, methods, and approaches in making works of art and design.
· VA:Re.7.1.7a Explain how the method of display, the location, and the experience of an artwork influence how it is perceived and valued.
Lesson Summary:
This lesson focuses on observing surroundings and getting to know the land. Students will work together to create outdoor sculptures using found natural objects in the forest habitat, inspired by artist Andy Goldsworthy’s work.
Background Information
Lesson inspired by artist Andy Goldsworthy
https://artincontext.org/andy-goldsworthy/
Images from: https://www.livingyourwildcreativity.com/art-gallery-1-mitchell-1
The above is not Andy Goldsworthy’s official website, as he does not have one.
Andy Goldsworthy is an artist who creates temporary sculptures from found objects in nature. He begins his creative process by spending time in nature and observing the beauty around him. Goldsworthy wants his work to move, grow and change just as nature does.
Number of Participants: 10
Necessary Supplies:
· Twigs, sticks, leaves, rocks, etc. /collected natural items (not living)
· Instructor camera
· Optional: Cameras/photography devices for students
Safety Consideration and Directions
Possible Risks:
Adverse Weather
Risk Management Plan:
Remind students to stay close to instructors while hiking and to watch their
footing. It is best to walk, not run on trails to reduce chance of tripping/injury.
Instruct when possible at the Hawk Shelter if rainy or uncomfortable weather.
Activity Structure
Engaging Introduction:
Share and discuss Andy Goldsworthy’s work.
Show print out images.
Talk about his process, why he creates (from background information), and the fact that the art we will create is a temporary part of nature.
Activity Description:
In this lesson students will explore the forest and learn to observe nature as artists. Students will collaborate in groups to create a nature sculpture from found items on their hike through the woods. They will think about how nature is alive and moving, leading to the temporary nature of their structure.
Clear and Inclusive Instructions:
· Start by taking a walk through the woods.
· Ask students to notice things around them. What interesting shapes do the trees make? What colors pop out? What different textures are there?
· At the end of the trail, gather as a group. Students divide into groups of 2-4.
· Students will create a natural sculpture inspired by objects they saw along the way. They may use any found, already fallen/dead items. It usually works well to start with one object to envision a shape or pattern and collect the materials to continue.
· Once students feel their installation piece is complete, the instructor can assist them in taking image(s) to document it. A big part of Goldsworthy’s work is photography because the images will be the only lasting artwork due to changing weather and seasons eventually altering or doing away with the work.
· If students finish their installation early, they may check in with other groups and assist. Or they may want to begin a second sculpture.
Add on /Extension
· Each student or group gets a device or camera to document their sculpture on their own.
· If this is done at the beginning or middle of camp, the instructor can assemble the images for the student to get at the end of camp.
· Game to follow the activity:
· Photo scavenger hunt. Below is a list of scavenger hunt items students could look for and photograph.
· Make it competitive by making it a race, or giving out prizes for “best image”, “most creative interpretation of prompt”, etc.
Experiential Elements: Students will hike through the woods and interact with found items to create a temporary sculpture.
Incorporated SEL: (See discussion questions below)
Reflection/Debrief Opportunities:
· When all groups are done have each group share their sculpture.
· Discuss the process:
· What inspired you to create this?
· As you worked, did you notice anything new about the forest?
· What do you think will affect the work after we leave? (rain, wind, animals)?
Additional Resources (print outs, photos/videos, group game directions, etc.)
Tips for a nature walk (can share with students along the hike)
· See what natural materials you find as you wander along the way.
· Look at the colors and shapes of nature.
· Study patterns and designs.
· Touch different materials. Compare their texture, weight, and size.
· Imagine the landscape at another time of day, during another season, or during a rainstorm.
What parts of the landscape might change over time?
What did you learn during your walk?
Did you see something that you’ve never noticed before?
Like Goldsworthy, you might be inspired to make a work of art during your walk. Take a photo to remember it or sketch it in your sketchbook.
Scavenger Hunt List
*I like to keep these prompts open ended to allow for more creativity and variation!
- A bug landed on a plant
- Something yellow
- Mint
- A specific landmark (add once trail is decided, ex: Mama Oak, Lake Mcbride lookout, Spider Pond)
- Something shaped like a star
- Something round and smooth
- Something rough and bumpy
- Something green
- Something alive
- Something dead
- An animal track
Nature Masks
Age 6-7 years
Grade 1st grade
Objectives
In this lesson TLW use items found in nature to create a mask.
In this lesson TLW define what camouflage is and how it is used in nature.
Standards
Engage collaboratively in exploration and imaginative play with materials. VA:Cr1.1.1a
Use observation and investigation in preparation for making a work of art VA:Cr1.2.1a
Perceive and describe aesthetic characteristics of one’s natural world and constructed environments. VA:Re.7.1.2a
Overview
Students went on a nature walk to observe and gather fallen items in nature. Students learned how animals use camouflage to survive in nature. They used the found nature items to design and create their own camouflage masks.