Action for the Delaware from william lamson on Vimeo.
THE SPELL OF THE YUKON
Robert William Service I wanted the gold, and I sought it, I scrabbled and mucked like a slave. Was it famine or scurvy — I fought it; I hurled my youth into a grave. I wanted the gold, and I got it -- Came out with a fortune last fall, -- Yet somehow life's not what I thought it, And somehow the gold isn't all. No! There's the land. (Have you seen it?) It's the cussedest land that I know, From the big, dizzy mountains that screen it To the deep, deathlike valleys below. Some say God was tired when He made it; Some say it's a fine land to shun; Maybe; but there's some as would trade it For no land on earth — and I'm one. [...] There's gold, and it's haunting and haunting; It's luring me on as of old; Yet it isn't the gold that I'm wanting So much as just finding the gold. It's the great, big, broad land 'way up yonder, It's the forests where silence has lease; It's the beauty that thrills me with wonder, It's the stillness that fills me with peace.
Rationale:
“The state of the human soul and the environment are interconnected, with each affecting and influencing the other. The earth, all living things and the expanse of the universe all eloquently witness of God.” (lds.org) Teaching our students about our connect to the Earth is the moral responsibility of every teacher. We are part of nature and being stewards of the earth is our privilege. Teaching Art in a way that allows our students investigate our connection to the Earth will foster a respect for the natural world. Teaching Plein Air painting will ground our students in traditional arts and skills We have a moral responsibility to our students to expose them to concepts of nature and environmentalism. Learning Goals: Why are we taking student outside, learning about ecological issues and studying George Inness and landscape and wilderness, Thoreau, Wendell Berry, plein air? Connect research to art-making Increase appreciation, respect, reverence for the natural world So students will learn how to use oil paint, oil pastel, paint paper, learn about color. Learn to appreciate and understand American traditions of landscape painting and other landscape painting traditions And become literate in an artistic tradition Student will learn to persist, to keep going, to try things that might fail They will connect their artwork to broader contexts and important issues Like ecology, climate change, ecological devastation, extinction... Students will create personally meaningful artwork informed by artistic traditions, contemporary art and important ecological issues. They will become conversant with our culture's and other culture's ideas about nature, including how it is portrayed in visual culture. Knowledge: Artists to study: Christo and Jeanne Claude Robert Smithson Robert Morris Chris Jordan Agnes Denes Edith Meusnier Nils-Udo Andy Goldsworthy The Red Earth Environmental Art Group. Museums: Bean museum on BYU Campus (students can examine the vast diversity of life, we could probably arrange to have the insect vaults opened so students could draw insects) Springville Museum (There's many artworks at this museum about Utah and nature) Culture Guatemalan Maya Weavers Buddist Mandala Tibetan Buddhist san painting Videos David Attenborough: Natures Curiosities Gorillas in the mist King Kong Questions for Students: What is progress? Can art change the world? How do you interact with nature? How does nature interact with your daily life? How does culture construct “nature” and our relationships to “nature”? How does art and visual culture influence or shape ideas about nature? What is the opposite of nature? Do you feel a sense of spirituality in nature? When do you notice nature? How has our relationship to nature changed? How are we part of nature and how are we separate from nature? How is civilization progress? How is civilization not progress? How do people connect with places and what are our relationships to the places where we live? What are sacred places and how do they become sacred? What ideas about nature and our relationship to nature are revealed or hidden in collections? Learning Activities: 1: Drawing eggs A simple activity that allows students to study value, shape and traditional drawing techniques. 2: Painting paper Allows students to study color, expressionism and texture. 3: Replicated a Willem DeKooning Using the same techniques, we learned from painting paper we tried to replicate a Willem DeKooning painting and realized the complexity of brush strokes, emotion and abstraction. 4: Replicating a George Innes Using the painted paper from the day before students will choose a George Innes painting to replicate. 5: Digital Paintings We scanned our George Innes paintings in and created digital paintings. 6: Oil Pastel We were given images and used Oil Pastel to recreate them. 7: Plein Air Painting We took a trip to Rock Canyon and painted nature we learned about atmosphere and color theory 8: Travel Plein Air Painting We Traveled to Green River Valley, hiked partook in nature and plein air painted the gorgeous natural Environment of Southern Utah. 9: Sketchbooks We took sketchbooks on nature walks and made drawings of nature and the things we found along the way. 10: We could have visited the Bean Museum and looked at all the different species of animals and verity of life. We could have painted or sketched there for a day. 11: SLC Salt Flats We could have gone to the salt flats and painted or taken photographs. As well as created art in the salt and possibly gone to the Spiral Jetty. 12: Trash collection We could have collected all of our trash from a week or even a few days and taken pictures of it or even made art from it. 13: Environmentalism and Food We could have examined our food and what sustainable food sources really are. 14: Contemporary Environmental Artists We could have studied the work of Christo and Jeanne Claude, Robert Morris, Chris Jordan, Agnes Denes, Edith Meusnier, Nils-Udo, Andy Goldsworthy as well as the Red Earth Environmental Art Group. 15: Creating with environmental packing peanuts Allow students to build devises or hats from packing peanuts by licking them and sticking them together.
Final Project:
Students will create an artwork related to what we learned in this unit and will defend how it relates to environmentalism and shows what they have learned during this class. * For my final project I went camping in Southern Utah and went pIein air painting. I created 9 plein air oil paintings as well as water watercolor sketches of nature. I also collected rocks I like holding and had a connection with.
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Myleka Bevans
Classwork for Art 450 Archives
December 2018
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