04 April 2007
Ed Media B e-Lecture
Check out the e-Lecture featuring lesson plans, links, personal reflections and more from all the students in Ed Media B! The site is still in progress, but there is some great stuff going on...
Ecology Hall of Fame: Julia Butterfly Hill
Julia Butterfly Hill was born February 18th, 1974, and grew up in Jonesboro, Arkansas as the daughter of a preacher. In her early 20's, she was in a car accident that resulted in a minor brain injury and eventually propelled to her to seek a new spirituality through environmentalism. She gained international fame--and notoriety--at age 23 when she climbed a "180-foot-tall, 600-year-old California Redwood tree" she named Luna (Wikipedia, 2007). Hill ended up living in the tree for an astounding 738 days, from December 10th, 1997 to December 18th, 1999. Her action saved Luna, as well as the surrounding three acres of forest.
After her well-publicized treesit ended, Hill decided to use her celebrity to advance the goals of the environmental movement. She founded the Circle of Life Foundation, which aims to "[activate] people through education, inspiration and connection to live in a way that honors the diversity and interdependence of all life" (Circle of Life Foundation, 2007). The organization's website, www.circleoflifefoundation.org, is a wonderful resource that not only features Julia Butterfly Hill's poems, blogs, and touring schedule, but also ideas and opportunities for individual activism. Of particular interest to educators might be the educational resource pages for kids and adults, and the "Crafty Projects" or "Solutions You Can Use" pages in the "Action" section of the website.
Hill has also maintained an active touring and writing schedule. She has been published in several books, most notably 2001's The Legacy of Luna: The Story of a Tree, A Woman and the Struggle to Save the Redwoods. This memoir detailed the two years Hill spent living in Luna and the lessons she learned. Due to her religious upbringing, it is not surprising that much of Hill's work draws connections between ecology and spirituality. In a 2005 interview with Tikkun magazine, Hill speaks about her experiences doing outreach with Christians who argue that she should "worship the creator, not the creation..." (Awehali, p. 30). She responds by recalling their own religious texts, which effectively state that all of nature is, in effect, an aspect of God or the creator.
Another primary focus of Hill's theory is the necessity of personal responsibility to the larger ecological movement. In an interview from 2006, she admits that "the biggest challenge I face is not external at all, but internal. I am my own biggest challenge." (Emanoil, 2006). This attitude is evident in her work with the Circle of Life Foundation, which constantly strives to give people ideas, opportunities and support to overcome the personal struggles that keep them from living more consciously. Julia Butterfly Hill's humanity and accessibility have made her a worthy figurehead in the contemporary environmental movement.
Works Cited
Awehali, B. (2005). Interview with Julia Butterfly Hill. Tikkun, 20, no 2.
Circle of Life Foundation. (2007). Welcome to circle of life. Retrieved March 28, 2007, from http://www.circleoflifefoundation.org/index.html
Emanoil, P. (2006). The hardest part. Delic Living, 22, no 3.
Hill, J. B. (2001). The legacy of luna: the story of a tree, a woman and the struggle to save the redwoods. San Francisco: Harper.
Wikipedia. (2007). Julia Butterfly Hill. Retrieved March 21, 2007, from http://en.wikipedia.org/wiki/Julia_Butterfly_Hill
After her well-publicized treesit ended, Hill decided to use her celebrity to advance the goals of the environmental movement. She founded the Circle of Life Foundation, which aims to "[activate] people through education, inspiration and connection to live in a way that honors the diversity and interdependence of all life" (Circle of Life Foundation, 2007). The organization's website, www.circleoflifefoundation.org, is a wonderful resource that not only features Julia Butterfly Hill's poems, blogs, and touring schedule, but also ideas and opportunities for individual activism. Of particular interest to educators might be the educational resource pages for kids and adults, and the "Crafty Projects" or "Solutions You Can Use" pages in the "Action" section of the website.
Hill has also maintained an active touring and writing schedule. She has been published in several books, most notably 2001's The Legacy of Luna: The Story of a Tree, A Woman and the Struggle to Save the Redwoods. This memoir detailed the two years Hill spent living in Luna and the lessons she learned. Due to her religious upbringing, it is not surprising that much of Hill's work draws connections between ecology and spirituality. In a 2005 interview with Tikkun magazine, Hill speaks about her experiences doing outreach with Christians who argue that she should "worship the creator, not the creation..." (Awehali, p. 30). She responds by recalling their own religious texts, which effectively state that all of nature is, in effect, an aspect of God or the creator.
Another primary focus of Hill's theory is the necessity of personal responsibility to the larger ecological movement. In an interview from 2006, she admits that "the biggest challenge I face is not external at all, but internal. I am my own biggest challenge." (Emanoil, 2006). This attitude is evident in her work with the Circle of Life Foundation, which constantly strives to give people ideas, opportunities and support to overcome the personal struggles that keep them from living more consciously. Julia Butterfly Hill's humanity and accessibility have made her a worthy figurehead in the contemporary environmental movement.
Works Cited
Awehali, B. (2005). Interview with Julia Butterfly Hill. Tikkun, 20, no 2.
Circle of Life Foundation. (2007). Welcome to circle of life. Retrieved March 28, 2007, from http://www.circleoflifefoundation.org/index.html
Emanoil, P. (2006). The hardest part. Delic Living, 22, no 3.
Hill, J. B. (2001). The legacy of luna: the story of a tree, a woman and the struggle to save the redwoods. San Francisco: Harper.
Wikipedia. (2007). Julia Butterfly Hill. Retrieved March 21, 2007, from http://en.wikipedia.org/wiki/Julia_Butterfly_Hill
Art and Ecology Lesson Plan
Exploring Naturalist Art and Ecology
Teacher: Emily Neubert
Grade Level: Middle School (Grades 5-8)
Title/Subject: Exploring Naturalist Art and Ecology
History/Background
In this lesson, students will make connections between ecology and their own art making process. For naturalist artists, creating and sharing artwork that celebrates the beauty of their environment can also be a way to draw attention to the need to preserve that very environment.
By studying works by artists such as Ansel Adams, Andy Goldsworthy, Georgia O’Keefe, and John James Audubon, students will learn to experience and evaluate artwork from both an aesthetic and political/cultural standpoint. Additionally, a focus on collaborative group work echoes the necessity of cooperation to advance the goals of the ecology movement.
National Standards for Visual Arts
Content Standard #1: Understanding and applying media, techniques, and processes
Content Standard #3: Choosing and evaluating a range of subject matter, symbols, and ideas
Content Standard #4: Understanding the visual arts in relation to history and cultures
Content Standard #6: Making connections between visual arts and other disciplines
National Education Standards for Technology
1: Basic operations and concepts
2: Social, ethical, and human issues
3: Technology productivity tools
5: Technology research tools
Goal: To observe, study and document the unique natural features of our community.
Objectives
Students will:
1. Become familiar with naturalist art and its connections to ecology.
2. Work collaboratively to document and identify natural objects.
3. Gain proficiency with the online program Google Earth.
4. Apply knowledge of the natural world to the art making process.
5. Develop and reinforce technical and observational drawing skills.
Resource Materials/Visual Aids
Samples of finished project
Teaching boards
Slides and books highlighting featured artists
Small natural objects for observation
Supplies/Materials
Sketchbooks
Pencils
Digital Camera
Computer with online access to Google Earth
Bristol paper 11” x 14”
Fine tip black markers
Colored pencils
Watercolors
Oil Pastels
Teacher Preparation
Instructor will prepare teaching boards, slide presentation, and presentation on Google Earth. Instructor will also create sample projects and gather a small collection of natural objects for students to study in the introduction to the lesson.
Introduction
--Begin by discussion the relationship between art and ecology. Questions to be explored might include:
How do we define ecology? What about naturalism?
How might art and ecology interact?
How have some artists explored the connections between art and nature? (Ansel Adams, John James Audubon, Andy
Goldsworthy, Geogia O’Keefe, etc.)
Can art have an impact on our planet? How?
Do you think of your environment and community as art? Why or why not?
--After a brief lecture/slide presentation, use these points to generate small group discussion in groups of 3 or 4. Encourage
students to discuss these ideas in terms of their personal/lived experiences.
--Give a short overview of the project and its various components. Briefly introduce Google Earth, final project, media to be
used, etc.
Directions
Field Observation: Working in their small groups, students will spend time outside in their community observing and documenting features of nature, including plants, trees, flowers, insects, animals, landscapes, etc. Students should document their findings through note taking/journaling, sketching, and/or digital photography.
Back in the classroom, students will use the Internet to identify the items they observed in nature. Using Google Earth in their small groups, students can also learn more about their community and the general local environment. Groups will compile and print their findings to share with the rest of the class.
Based on their new in-depth understanding of natural objects and features, each student will choose one item from their notes to explore in a piece of art that echoes the naturalist style and perspective.
To create their naturalist drawing, students should focus on realism and use their notes, sketches and/or photos to help them.
Closure
First, each small group will give a brief, informal presentation to the rest of the class. Using their notes, sketches, photos, and Google Earth printouts, they will speak about their process and experience with the project. Then, each student will speak about her or his individual drawing and how it relates to their understanding of ecology art and naturalism. Finally, students will have an opportunity to discuss their ideas and opinions about the class’s body of work, with an overall emphasis on the successes of each piece.
Critique/Evaluation/Assessment
Students will be assessed by their individual and group work:
Did the student work collaboratively with the other members of their group?
Did the student/group complete all assignments and turn in work on time?
Did the student follow directions?
Did the student participate in small group and class discussions?
Did the student speak articulately in critique, making connections between their work and the major themes of art and
ecology?
Extensions
Students who finish early can either work on another drawing based on their field observation, or can spend more time exploring Google Earth.
Time Budget
This project will be completed in 5 consecutive 45-minute classes as follows:
Class #1: Introduction
Class #2: Field Observation
Class #3: Google Earth Group Work
Class #4: Studio Time
Class #6: Finish Project, Class Critique
Vocabulary
Artist/Naturalist--a person whose intelligence and sense of self is embedded in Nature, and who expresses that deep connection through making art. (from morning-earth.org)
Ecological Art Education--Education has the power to influence the way individuals think of themselves in relation to their environments. An ecological approach to art education explores the interdependency of individuals with all living organisms and ecosystems with environments that surround them. (from greenmuseum.org)
Safety Concerns
N/A
Bibliography/References
Morning Earth: Artist/Naturalists Past and Present
http://www.morning-earth.org/Artist_Naturalists.html
Audubon Naturalist Society
http://www.audubonnaturalist.org/
ArtCylcopedia: The Guide to Great Art on the Internet
http://www.artcyclopedia.com/
Green Museum: Art & Ecology Homepage
http://www.greenmuseum.org/c/aen/
Acorn Naturalists: Resources for the trail and classroom
http://www.acornnaturalists.com/store/Art-Science-Nature-C41.aspx
ARTSEDGE: The National Standards for Arts Education
http://artsedge.kennedy-center.org/teach/standards/standards_58.cfm
Teacher: Emily Neubert
Grade Level: Middle School (Grades 5-8)
Title/Subject: Exploring Naturalist Art and Ecology
History/Background
In this lesson, students will make connections between ecology and their own art making process. For naturalist artists, creating and sharing artwork that celebrates the beauty of their environment can also be a way to draw attention to the need to preserve that very environment.
By studying works by artists such as Ansel Adams, Andy Goldsworthy, Georgia O’Keefe, and John James Audubon, students will learn to experience and evaluate artwork from both an aesthetic and political/cultural standpoint. Additionally, a focus on collaborative group work echoes the necessity of cooperation to advance the goals of the ecology movement.
National Standards for Visual Arts
Content Standard #1: Understanding and applying media, techniques, and processes
Content Standard #3: Choosing and evaluating a range of subject matter, symbols, and ideas
Content Standard #4: Understanding the visual arts in relation to history and cultures
Content Standard #6: Making connections between visual arts and other disciplines
National Education Standards for Technology
1: Basic operations and concepts
2: Social, ethical, and human issues
3: Technology productivity tools
5: Technology research tools
Goal: To observe, study and document the unique natural features of our community.
Objectives
Students will:
1. Become familiar with naturalist art and its connections to ecology.
2. Work collaboratively to document and identify natural objects.
3. Gain proficiency with the online program Google Earth.
4. Apply knowledge of the natural world to the art making process.
5. Develop and reinforce technical and observational drawing skills.
Resource Materials/Visual Aids
Samples of finished project
Teaching boards
Slides and books highlighting featured artists
Small natural objects for observation
Supplies/Materials
Sketchbooks
Pencils
Digital Camera
Computer with online access to Google Earth
Bristol paper 11” x 14”
Fine tip black markers
Colored pencils
Watercolors
Oil Pastels
Teacher Preparation
Instructor will prepare teaching boards, slide presentation, and presentation on Google Earth. Instructor will also create sample projects and gather a small collection of natural objects for students to study in the introduction to the lesson.
Introduction
--Begin by discussion the relationship between art and ecology. Questions to be explored might include:
How do we define ecology? What about naturalism?
How might art and ecology interact?
How have some artists explored the connections between art and nature? (Ansel Adams, John James Audubon, Andy
Goldsworthy, Geogia O’Keefe, etc.)
Can art have an impact on our planet? How?
Do you think of your environment and community as art? Why or why not?
--After a brief lecture/slide presentation, use these points to generate small group discussion in groups of 3 or 4. Encourage
students to discuss these ideas in terms of their personal/lived experiences.
--Give a short overview of the project and its various components. Briefly introduce Google Earth, final project, media to be
used, etc.
Directions
Field Observation: Working in their small groups, students will spend time outside in their community observing and documenting features of nature, including plants, trees, flowers, insects, animals, landscapes, etc. Students should document their findings through note taking/journaling, sketching, and/or digital photography.
Back in the classroom, students will use the Internet to identify the items they observed in nature. Using Google Earth in their small groups, students can also learn more about their community and the general local environment. Groups will compile and print their findings to share with the rest of the class.
Based on their new in-depth understanding of natural objects and features, each student will choose one item from their notes to explore in a piece of art that echoes the naturalist style and perspective.
To create their naturalist drawing, students should focus on realism and use their notes, sketches and/or photos to help them.
Closure
First, each small group will give a brief, informal presentation to the rest of the class. Using their notes, sketches, photos, and Google Earth printouts, they will speak about their process and experience with the project. Then, each student will speak about her or his individual drawing and how it relates to their understanding of ecology art and naturalism. Finally, students will have an opportunity to discuss their ideas and opinions about the class’s body of work, with an overall emphasis on the successes of each piece.
Critique/Evaluation/Assessment
Students will be assessed by their individual and group work:
Did the student work collaboratively with the other members of their group?
Did the student/group complete all assignments and turn in work on time?
Did the student follow directions?
Did the student participate in small group and class discussions?
Did the student speak articulately in critique, making connections between their work and the major themes of art and
ecology?
Extensions
Students who finish early can either work on another drawing based on their field observation, or can spend more time exploring Google Earth.
Time Budget
This project will be completed in 5 consecutive 45-minute classes as follows:
Class #1: Introduction
Class #2: Field Observation
Class #3: Google Earth Group Work
Class #4: Studio Time
Class #6: Finish Project, Class Critique
Vocabulary
Artist/Naturalist--a person whose intelligence and sense of self is embedded in Nature, and who expresses that deep connection through making art. (from morning-earth.org)
Ecological Art Education--Education has the power to influence the way individuals think of themselves in relation to their environments. An ecological approach to art education explores the interdependency of individuals with all living organisms and ecosystems with environments that surround them. (from greenmuseum.org)
Safety Concerns
N/A
Bibliography/References
Morning Earth: Artist/Naturalists Past and Present
http://www.morning-earth.org/Artist_Naturalists.html
Audubon Naturalist Society
http://www.audubonnaturalist.org/
ArtCylcopedia: The Guide to Great Art on the Internet
http://www.artcyclopedia.com/
Green Museum: Art & Ecology Homepage
http://www.greenmuseum.org/c/aen/
Acorn Naturalists: Resources for the trail and classroom
http://www.acornnaturalists.com/store/Art-Science-Nature-C41.aspx
ARTSEDGE: The National Standards for Arts Education
http://artsedge.kennedy-center.org/teach/standards/standards_58.cfm
Subscribe to:
Posts (Atom)