Teaching Sequence

Work through this resource material in the following sequence:

05 minutes	Part A: What does sustainability mean to you?
25 minutes	Part B: Analysing and comparing artworks
20 minutes	Part C: Exploring our understanding of sustainability
10 minutes	Reflection

Part A: What Does Sustainability Mean to You?

Step 1.

Begin by introducing the Think-Pair-Share visible thinking routine:

Think Pair Share
Think pair share is a collaborative learning strategy in which students work together to solve a problem or answer a question.
Think - Students independently think about an issue or questions and record their thoughts.
Pair - Students work in pairs to discuss their ideas and record new thoughts.
Share - Students share their thoughts with the whole group or with other pairs to reach consensus.

Invite students to form pairs. Ask them to complete the Think-Pair-Share routine responding to the question:

What does sustainability mean to you?

At each step in the visible thinking routine students can take notes in the space provided on the Student Worksheet.

Step 2.

Ask students to share their ideas on sustainability with the class, drawing their attention to the variety of responses, ideas and interpretations of the concept. Inform students that a variety of different interpretations exist – in the next part of the lesson, they will view and analyse some examples of artists who have explored sustainability in unique ways through their artwork.

Part B: Analyse and Compare Artworks

Step 1.

Scaffold this activity by first introducing a set of art elements and principles to students. Distribute a copy of the Art Elements and Principles Factsheet to each member of the class. Invite students to read through it individually or read through it as a class. Invite students to ask any clarifying questions. Encourage students to incorporate the terms listed in the factsheet when they think, talk and write about their own and others’ artworks.

Step 2.

Draw students’ attention to the table on the Student Worksheet, where they can take notes during the discussion of the artwork. Using a projector or other suitable device, begin by showing students Andy Goldsworthy’s Rowan leaves laid around a hole artwork.

I remember when all this was trees — Andy Goldsworthy: Rowan leave laid around a hole (https://flic.kr/p/fdf7fu)

Step 3.

Facilitate a class discussion by analysing the following aspects of the artwork:

Art form: What media is used? For instance: sculpture, photography, installation.
Subject matter: What is pictured in the artwork?
Colour: Are the colours bright, dull, contrasting...and how does this link with the meaning?
Dominant art elements and principles: line, shape, form, texture, pattern etc.
Meanings and messages: guide students with background information from the Teacher Preparation at the beginning of the lesson and invite students to come up with their own interpretation.

Step 4.

Repeat the process for Banksy’s I remember when all this was trees artwork, followed by the YouTube clip featuring Joshua Allen Harris’ Inflatable Polar Bear. Invite students to document their ideas in the table provided on the Student Worksheet.

Banksy: I remember when all this was trees
Photo credit: Brian Day (https://flic.k r /p/jFHhPp)

Air Bear (Seen On The Streets Of New York) (youtu.be/poi8klIN7A4)

Step 5.

Invite students to share their comparisons in a class discussion. You could prompt students to reflect on some of the similarities and differences between the three artworks, to think specifically about why the artists decided to use those particular art conventions and describe their thoughts about how the meaning and message of each work were made clear through the use of those conventions. Some responses may include:

Andy Goldsworthy and Joshua Allen Harris have both created sculptures using unconventional art materials (leaves and plastic bags), using photography/film as a means to document the otherwise temporary artwork.
Banksy and Joshua Allen Harris have both chosen the subject of nature to communicate their ideas about the importance of environmental sustainability. In each work the animals appear as cute, innocent and vulnerable.
Andy Goldsworthy has used a range of bright colours found in nature, contrast to Joshua Allen Harris who has utilised the dull grey tones of the New York City pavement as a backdrop for the polar bear sculpture. Banksy has used appropriation and contrasted the colourful cartoon characters with a black and white background to emphasis the destruction of their environment.
Andy Goldsworthy’s artwork incorporates the elements of shape, pattern and repetition, creating a sense of movement and flow within the artwork. It unifies the elements, portraying a sense of peace, beauty and human connection with nature. Banksy’s artwork uses contrast and emphasis to create a feeling of unease.
Andy Goldsworthy’s work has a calm feeling and sense of appreciation for nature, being at one with the environment.
Joshua Allen Harris and Banksy’s works that are about the loss of life and destruction on environments. Joshua Allen Harris’ work also invites the viewer to think deeper about their impact or contribution to a sustainable future through his use of materials (plastic).

PART C: Exploring Our Understanding of Sustainability

Step 1.

Invite students to complete the ‘Colour-Symbol-Image’ visible thinking routine to creatively explore their new understanding of sustainability after analysing how it is explored in different artworks.

Step 2.

Before students begin, remind students about the Art Elements and Principles Factsheet and, if necessary, invite them to read through it again. Encourage students to ask any clarifying questions and draw their attention to the areas of the factsheet that apply to the work they intend to create in their Colour-Symbol-Image thinking routine.

Encourage students to map out their ideas in grey lead first, before adding colour and detail with other artists’ tools such as pencils and Connector pens. Encourage students to consider art elements and principles, and how they can choose appropriate colours, the depth of the colours used, and the textures in each drawing to convey meaning.

Step 3.

Ask students to identify the art elements and principles they have incorporated into their pieces and use this understanding to describe the intention behind their Colour-Symbol-Image visible thinking routine in the space provided.

Reflection

Invite students to pair with a classmate to explain their choices in the Colour-Symbol-Image visible thinking routine and the intent behind them.

Differentiated Learning

Extension

Create a plan for a new artwork by re-designing one of the artworks and bringing it into your own context/environment. E.g. If you were to recreate Joshua Allen Harris or Andy Goldsworthy’s work, what location would you choose? What subject matter would it contain? What materials would you use? How would it look? Invite students to draw the design and layout of the re-designed artwork.

Provisions for Learning Support

Screen this video before beginning the lesson to give students an overview of the concept of sustainability.

Teacher Reflection

Take this opportunity to reflect on your own teaching:

What did you learn about your teaching today?
What worked well?
What didn’t work so well?
What would you share?
Where to next?
How are you going to get there?

Creative Sustainability - Tuning In

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