Observing connections: Art, poetry and the environment

Learning outcomes

Students will create a poem and illustration on what they have observed and present it in the style of Edward Hicks with the text framing the image.

Teacher planning

Time required for lesson

3 hours

Materials/resources

• poem I Am An Artist by Pat Lowery Collins, illustrated by Robin Brickman
• prints or access to art work by Edward Hicks and various artists for comparison
• sketch book (or paper for drawing and planning)
• white drawing paper
• larger construction paper for displaying artwork
• pencils
• erasers
• colored pencils, crayons, or markers
• pencil sharpeners
• rulers
• glue or staples for mounting art work

Technology resources

• computer with word processing and drawing programs
• Internet access
• printer
• digital camera

Pre-activities

Students will explore art at the Museum of Modern Art website and create their own art through the Art Safari. This site allows students to respond to art in the collection and create a story by answering questions. In the activity page, students can create their own piece of art work. Students can publish their piece and story on the website.

Take the students on a walk on or off school grounds, asking them to observe their surroundings. Take digital pictures of the field trip to display on the school website or in the classroom to stimulate students. Students should take sketch books and pencils and choose something to observe and sketch in nature. Encourage the students to write what they observed and their emotions. (This could be an out of class assignment or done in another class. The art teacher can coordinate with language arts.)

Activities

1. Read the poem “I Am An Artist” by Pat Lowery Collins to the class. Discuss the poem and illustrations with the class. What is this person expressing as an artist?
2. Discuss what the students had observed in their outdoor study. What did they draw in their sketch books? (This could be a one-on-one or group assessment.) While doing assessment, have students in pairs or small groups browse pictures (prints, postcards, websites, or attached presentation) deciding what the artist was seeing and emotions expressed.
3. Show the Artist PowerPoint presentation. Compare the artworks shown, discussing observations made and what the artists were trying to express. Focus on the last slide with students, Edward Hicks’ “Peaceable Kingdom” from the Reynolda House Museum of American Art. There are other examples of Edward Hicks’ Peaceable Kingdoms available through prints or websites. Look at the text around the edge and discuss image and text. How does it relate to the image?
4. Demonstrate to students how to begin their poem “I am an artist when…” Use examples of artwork to help finish. For example, Tani Buncho’s “Snow Covered Tree,” 1838 Ackland Art Museum (see attached presentation), could have a poem such as “I am an artist when I watch the white sparkling snow falling onto the dark crisp branches of a tree.” Encourage students to use descriptive words. Students will write and edit a poem on one of the sketches from their observations in their sketch book.
5. Demonstrate to students how to rule off a one or more inch border around the perimeter of the drawing paper. Students write their final draft of their poem around the perimeter in their best handwriting. Students should write in pencil and then trace over with colored pencil or marker in neat handwriting or lettering.
6. Students finalize their idea for their illustration in their sketch book and transfer their drawing, enlarging it on their white paper. Students may color their illustration with the materials available.
7. When the students complete their poems and illustrations, mount the art work on larger colored paper for display.
8. Have students share their poems and illustrations with the class before hanging them on display.

Assessment

Use the rubric. One-on-one student/teacher assessment worksheet for reflection. Class checklist for record keeping.

Appropriate reflection questions:

• Did the student draw and write about their observations in their sketchbook?
• Did the student follow directions in writing his/her poem and drawing and coloring his/her final design?
• Did the student use his/her ruler and materials appropriately?
• Did the student’s poem use descriptive words in his/her poem to relate to the picture?