Activity Introduction

Quick summary: Throughout the Creative Sustainability unit, students have explored ways that messages about sustainability are expressed through art. In this lesson, students will explore how places can be affected by human activity and use artwork to illustrate how places can show the impacts of environmental issues. They will select a place, for example the school yard, a local park, coral reef or bushland, and create an artwork that juxtaposes a ‘healthy’ version with a version experiencing negative environmental impacts . Students will write an artist statement that will accompany their artwork and take an active role in organising a class exhibition.

Faber-Castell have long understood the importance of creativity to all people, especially to young people. They are also continuously searching for environmentally friendly processes and high-quality materials to enhance children’s creative experience throughout every development phase. For more information about Faber-Castell, click here.

Learning intentions:

  • Students understand that human activity can have an environmental impact.
  • Students will be able to visually convey their ideas about the impact of environmental issues on places.
  • Students learn to apply watercolour techniques and processes.

21st century skills:

Australian Curriculum Mapping

Content descriptions: 

Year 5 & 6 Visual Arts

  • Develop and apply techniques and processes when making their artworks (ACAVAM115)
  • Plan the display of artworks to enhance their meaning for an audience (ACAVAM116)
  • Explain how visual arts conventions communicate meaning by comparing artworks from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander artworks (ACAVAR117)

Syllabus outcomes: VAS3.1, VAS3.2.

General capabilities: Literacy, Critical and Creative Thinking, Ethical Understanding.

Cross-curriculum priority: Sustainability OI.4, OI.5.

Relevant parts of Year 5 & 6 Visual Arts achievement standards: Students explain how ideas are represented in artworks they make and view. Students use visual conventions and visual arts practices to express a personal view in their artworks. They demonstrate different techniques and processes in planning and making artworks. They describe how the display of artworks enhances meaning for an audience.

Topic: Sustainability.

Unit of work: Creative Sustainability – Year 5 & 6.

Time required: 180 mins (to be delivered over separate sessions).

Level of teacher scaffolding: High – guide student research and artwork creation. Coordinate student exhibition. 

Resources required: Student Worksheets – one copy per student. Device capable of presenting a video to the class. Watercolour Techniques Handout. Recycled A4 paper (one clean side required), A3 cartridge paper, Goldfaber graphite pencils, watercolour pencils, watercolour brushes and jars of clean water, rulers, PVC-free erasers and Grip sharpeners. Social Action Project Exhibition Hint and Tips.

Keywords: Environmental art, destruction, sustainability, communication, audience, social action.

Cool Australia’s curriculum team continually reviews and refines our resources to be in line with changes to the Australian Curriculum.

Worksheets

Teacher Worksheet

Teacher Preparation

Learning intentions:

  • Students understand that human activity can have an environmental impact.
  • Students will be able to visually convey their ideas about the impact of environmental issues on places.
  • Students learn to apply watercolour techniques and processes.

Success criteria: Students can…

  • ...use art as a vehicle for sharing messages on sustainability.
  • ...use a range of watercolour techniques.
  • ...write a statement that describes the intention of their artwork.

curric_2017_learningintentionsuccesscriteriavisible

Teacher content information:

Sustainability describes the ability to keep going at the same rate and in the same (or better) condition as before. In order for our world to be able to sustain us, as well as the generations to come, we need to change. It’s time to think differently - and more creatively - about sustainability and the future of our planet.

Creativity and approaching challenges in a creative way has traditionally been seen as a natural gift, but in fact it can be grow

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Student Worksheet

Thought starter: What environmental issue is important to you?

Use the questions below to help you write an artist statement:

  • What is the title of your artwork?
  • What materials did you use?
  • What is the message behind your work?
  • What do you want the audience to do differently after seeing your artwork? Describe one action that people can take to make sure that the place you have drawn stays healthy.

Reflection

Using the following questions to help you, write a review of the class art exhibition:

  • What is the title of the exhibition?
  • Describe the topics addressed in the exhibition (what were the artworks about?)
  • Was there a stand-out artwork? What did you like about it? 

 

  • How did the audience respond to the exhibition? Do you think it was successful?
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