Mapping the Ground: Transparent Drawings

OC Institute

Grade level: 4
Provincial curriculum links: Ontario
Subject: Visual Arts
Keywords: drawing, line, observation

Description

This art activity involves an explorative process of drawing (mapping) the ground. It develops students' powers of observation by focusing them on a part of nature that is often overlooked, as well as increases their self-confidence in their ability to record natural objects via drawing.

Curriculum Framework

Topic: Drawing
Strand: Creative Work, Knowledge of Elements
Specific Lesson Goals:

• Produce two- and three-dimensional works of art that communicate thoughts, feelings and ideas for specific purposes and to specific audiences;
• Demonstrate understanding of the proper and controlled use of art tools, materials and techniques singly or in combination

Preparation

Preparation Time: 10 min
Length of lesson: 15-30 min
Resources required:

• Overhead transparencies (1-2 half sheets per student)
• permanent markers (1 per student, of a darker colour)
• Optional: acrylic paints, brushes, water containers, newspapers to cover desks

Procedure

1. Introduce activity to students by asking if they like to draw, and if they feel comfortable with their drawing skills. Emphasize that this activity is a wonderful way to practice their drawing skills by carefully observing and drawing what they see in the natural world.
2. Ask what types of things they like to draw in pictures of nature (introduce the term 'landscape.') Explain that today they will be focusing on the ground, which often gets little attention in landscapes. Ask them to predict what they might see on the ground outside.
3. Review your rules for working outside. Distribute one transparency sheet and a marker to each student.
4. Take the class to an outdoor setting with a variety of natural characteristics (i.e. treed area, flower bed, rock bed.) Encourage students to select a spot that offers a variety of shapes or fallen objects - a fallen tree branch, group of pebbles or leaves, etc.
5. Have students place a transparency on the ground, on top of a natural surface (i.e. the ground where tree roots have surfaced or leaves have fallen.)
6. Using a marker, ask students to trace images (seen underneath) onto the acetate. Encourage students to record all shapes, including partly seen objects or insects, and to draw right to or off the edge of the acetate.
7. If assessing their work, be clear about the criteria that you will use for their assessment before they begin (provide the rubric or checklist for them to refer to.)
8. If desired, repeat the activity with a second transparency in a different location. Drawings may take 5-10 min. each to capture a high degree of detail, depending on the size of the transparency.
9. Return to the classroom. Provide an opportunity for some students to share their finished artworks with the class to discuss their successes and challenges. Create a display to share the drawings with others in the school.

Discussion and Questions

• Discuss the types of things the students observed on the ground before and during their drawings. Did they see things close up that they missed beforehand?
• Have them describe the types of lines they created in their drawings. Do their drawings look realistic or abstract?

Student Assessment and Evaluation

A rubric or rating scale could be used to assess both the process of drawing (for staying on task, for following instructions on the technique) and the drawing itself (for completion, level of detail, etc.)

Enrichment and Extension Activities

• Colour in the drawn images on the acetate with acrylic paint. Encourage students to use arbitrary colours (colours that are not realistic.) While paint is wet, scratch lines or images into wet paint using sticks, rocks, leaf stems. This technique is called sgraffiato; it adds textured details and patterns to a painted surface.
• Press lightweight natural objects, such as feathers, pine needles or small leaves into the thick wet paint. The wet acrylic will act as an adhesive.
• Trim the shape of the acetate sheet to form a natural shape (shell, feather, simple leaf shape.)
• Incorporate this drawing into a handmade book about place.
• Frame artwork with bristol board, sticks or cardboard frame. These can be displayed on a window or with paper backing on a wall.

Educator Notes

This art activity is intended to be linked to the science lesson "Is this a Habitat for me" and literacy activity "Postcards from the Perfect Plot"

References/Resources

This lesson plan was adapted from Julie Frost, TDSB Summer Institute "Sightseeing", 2002.
MaryAnn Kohl & Cindy Gainer. Good Earth Art: Environmental Art for Kids. Bright Ring Pub.,1991.
Luxbacher, Irene. The Jumbo Book of Outdoor Art. Kids Can Press, 2006.

This exercise is adapted from Teaching in the Outdoor Classroom, Evergreen/TDSB Summer Institute, 2007, 82 pages.

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