Lesson Plan TEXT CH 2

Title of Lesson: Geography Layers

Teacher: Zoe Nelson
School: University of Illinois
Grade Level[s]: Seniors!
Date to be Taught: 10-30-18

Big Idea that drives Lesson/Unit:

Art and geography intersect in complex ways. Artists can look at the world through a geographer’s lens
to form new ideas and meanings in their work. Geography is the relationship between the earth and its
people through the study of space, place, and environment. The direct experience of something is
different from “reading” an abstract representation of it. Geographers explore the world and its
meanings through maps and artists do the same thing in artwork.

Fine Arts Goals Met by the Objectives:

VA: Cn10.1Illa - Synthesize knowledge of social, cultural, historical, and personal life with art-
making approaches to create meaningful works of art or design.

*VA: Re7.1.la- Hypothesize ways in which art influences perception and understanding of human
experiences.

Vocabulary Acquisition:
 Geography
 Psychogeography
 Phenomena
 Abiotic/biotic

Key Artistic Concepts:

 Using multiple tools/colors to create layers
 Making a “map” of a space by incorporating multiple views/ideas/perspectives of the space

Artmaking Materials Needed:

 White drawing paper, 9 x 12”, one piece per student

 Black marker/sharpies
 Chalk pastels
 Oil pastels
 Markers
 Pencils

Contemporary/Historical/Multicultural/Literature exemplars:
 TEXT: Art Centered Learning Across the Curriculum
 Artist: Bartholl, Map, Dead Drops / Lordy Rodriguez, America

Procedures:
 DISCUSSION: (5-15 minutes)
o Schedule [Agenda]
o Go through powerpoint explaining definition of geography and main ideas
o Ask students questions –

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oEach student will share their map upon completion – what space did they choose, how did the
layers affect their decision making
 DEMONSTRATIONS: (2 minutes)
o Show Historical/Multicultural exemplars
 Show visuals of Bill Burns, Safety Gear for Small Animals. Talk about strategies that
are [un]apparent in his work.

 DESIGN/WORK SESSION: (25 minutes)

o Students will use only one tool per instruction and change tools & colors for each step
o Focus on editing the composition, line, and color
o Go through slides with instructions on them (move on as the majority seems to resolve each
step)
 Envision a space (real or imaginary) and draw it – when choosing colors consider the
color pallet of the space
 Record a different view of the space – aerial, zoomed in
 Describe the landscape outside of the space
 Draw a map of how you get to that space or the area the space is in
 Zoom in on a texture that exists in the space (can do multiple)
 Represent the experience of being in that space – what occurs there? Do people interact
with each other? How? How do you feel when you are in it?
 Write this on board, so everyone knows what topic is
o After work time, students will share out
 What space did you represent?
 How did color affect the space?
 Do you think all of the layers together define the space more than if you just chose to do
one layer?

 CLEAN UP: (3-5 minutes)

o Names on papers! Put at end of tables. Choose one person to collect piles of papers from whole
class, place on teacher’s desk.
o Each student puts away their tools. Place at end of tables. They are returned to designated area
of classroom.
o Everyone returns to seats.

 CLOSURE: (3-5 minutes)

o Talk about how geographers and artist both use forms of representation to make sense of the
world
o How do abstract forms combine in order for us to create meaning and understanding?
o Spaces are made up of many factors – we explored how to detect and represent these factors
o Humans are constantly in contact with spaces/places/environments

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