Teacher preparation:

Overarching learning goal: By participating in this activity students will recognise that there are multiple forms of environmental art. They will identify ways to critically analyse the intentions of a range of environmental artists and will recognise a range of visual intentions used by environmental artists.

Teacher content information: If creating and looking at art helps you to explore the world, then it makes sense that artists would incorporate the natural environment into their art. Increasingly, environmental art is being explored as a way of interrogating human relationships with the natural world and as a way of improving our relationship with nature.

However, not all environmental art is about taking environmental action. Broadly speaking, environmental art can be broken down into several loose categories:

Art that describes the natural world;
Art that celebrates personal engagement in the natural world; and
Art that directly addresses environmental issues (sometimes known as ‘ecological art’ or eco-art’).

A lot of environmental art is ephemeral; it is made to disappear or transform, much like aspects of the natural environment. Alternatively it is designed with a particular place in mind. Increasingly, environmental art is a collaborative effort between artists, scientists, or the community.

According to the website greenmuseum.org, some environmental art:

"Informs and interprets nature and its processes, or educates us about environmental problems;
Is concerned with environmental forces and materials, creating artworks affected or powered by wind, water, lightning, even earthquakes;
Re-envisions our relationship to nature, proposing new ways for us to co-exist with our environment; and
Reclaims and remediates damaged environments, restoring ecosystems in artistic and often aesthetic ways."

Student and classroom organisation:

Step 1.

Begin by asking students to share what they think is meant by the term ‘environmental art’. Brainstorm ideas with students using mindmeister or bubbl.us.

Explain to students that it is widely recognised by the artistic community that environmental art falls into three broad categories:

Art that describes the natural world, for example, celebrating its beauty or wildness;
Art that celebrates personal relationships with the natural world, for example, how the artist feels about the nature or the environment; and
Art that directly addresses environmental issues, for example, climate change, consumption or human disconnection to nature.

Going back to the brainstorm, ask students to categorise the points raised by the class into one of the three categories of environmental art.

Step 2.

Using the images on the student worksheet, ask students to categorise each of the images as one of the three types of environmental art. Remind students that because they are anaylsing these images without the use of the artists’ statements the interpretation of the art is entirely up to them: however, they must use their knowledge of representation, medium, context and intention to justify their responses.

Step 3.

Share with students the explanation for the artworks by the artists.

Work 1. Martin Hill - Ephemeral Environmental Sculpture Evoke Cycles of Nature
Work 2. Art collective luzinterruptus - Labyrinth of plastic waste
Work 3. Otherworldly Paper Sculptures - Chun Kwang Young
Work 4. Jason deCaires Taylor - Human Nature
Work 5. Andy Goldsworthy - Carefully broken pebbles scratched white with another stone
Work 6. Issac Cordal - Waiting for Climate Change

Engage student in a discussion around these explanations:

How do student interpretations compare?
Do the artists’ statements clarify or confuse student understanding or interpretation of the artwork?
Which artworks are most effective at communicating their messages?

Step 4.

Once complete, ask students to begin planning their own environmental artworks. Students should plan three different artworks, one for each category of environmental art. The artworks – although separate pieces addressing different categories of environmental art – should compliment each other. For example, there may be a water theme in each piece, or the same medium could be used.

Students don’t need to actually create the works, but should plan them, including:

Rough sketches or designs;
Considering their own viewpoints in relation to the three categories and how they will convey these viewpoints;
Thinking about what they want to show in their artworks (what are their visual intentions);
Thinking about what mediums they would use; and
Creating short artist statements for each artwork.

Assessment/Reflection

Students should present their ideas to the class. Use the presentation time as a critique session, asking students to reflect on the planned works of other students. Consider using some of the following points in the critique:

Briefly summarise the artworks;
Does this work meet the requirements of the activity? Why or why not?
What visual conventions does this artist intend to use?
Do you agree with the artist’s point of view? Why or why not?
How appropriate are the choices of materials and techniques for these proposed works?
What constructive suggestions do you have for improving these works?

Encourage all students to participate in the discussion. Discussions should focus on the work presented and the artists' success at conveying meaning and intention. Make it clear to the students that the critique is about the work, not the person.

Extension/Homework

Ask students to select one of their works and to create it. Students should create an artists statement that justifies their selection of this work and how they believe it represents the category of environmental art they believe their work aligns with.

Understanding environmental art

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