Monitoring Impact

Summary

Students create drawings or sculptures which illustrate all the resources and work which went into what they consume in one day. In this way, students estimate, quantify, and monitor their impact on the environment. This activity allows students to express some aspect of themselves and/or their environment.

Program Area

This activity is best suited for the Visual Arts unit on three-dimensional media in the Grade 9 Arts curriculum, and in any similar unit in a Grade 10 Visual Arts course.

Learning Outcomes

Teaching, learning, and evaluation will focus on the student's ability to:

• Use personal experience and values as motivation to create art;
• Demonstrate creative problem solving to produce original art;
• Originate and visually interpret a theme;
• Design and construct manifestation of daily planetary impact;
• Apply knowledge of sculptural processes to planning;
• Show technical control of unusual materials and tools.

Materials Required

The materials required depend upon the media chosen by the students, but will likely include at least: collected waste products, plaster, wire mesh, and paints. Examples of the work of other students, other cultures, and other time periods is also essential.

Timing

This is approximately a two week unit. First week: class introduction and discussion; individual research and design. Second week: individual construction and finishing touches; class presentations and discussion.

Background

Both the process and product are important here. Students should retain and use any throw away products they use and include them in the sculpture. This activity is a useful art project because students readily pick up the idea as an interesting opportunity for expression.

References

Tough, Allen. Crucial Questions About the Future. Lanham: University Press of America, 1991.

Classroom Development

1. Dimensions-Introduce the economic, social, and political dimensions-especially environmental themes-associated with consumption.
2. Elements of Design and Principles of Art-Introduce formal design elements in terms of environmental examples. Line, colour, value, space, texture, shape and form, as well as the principles of balance, unity, contrast, emphasis, pattern, movement and rhythm should be all be reviewed in terms which reflect environmental meanings. Ensure that environmental themes, such as how visual motifs, composition, pattern, and balance are originally derived from people's perceptions of nature.
3. Significance-Discuss in greater detail the concept of environmental impact of the individual and culture.
4. Symbolism-Discuss symbol making and interpreting symbols. Examine how sculptures express symbolic images and motifs and how they can communicate a message.
5. Collect Materials for Sculpture-Direct students to retain anything they have consumed recently (Remind students that this can include anything; including cigarette butts and used pencil lead.), and any other items that would be useful in communicating their self-perceived level of consumption and impact on the environment.
6. Standard Safety Message-Just before students do any studio work remind them of the safety precautions which are relevant to this particular activity. Also explicitly refer to the introductory discussion/activity on safety procedures from the beginning of the term/semester.
7. Sculpture-Direct students to design and construct an illustration of their intended sculpture, highlighting their use of materials which reflect the students' impact on the environment.

Cross-disciplinary Links

This activity could be integrated with Family Studies. Household consumption, garbage production, use of materials in the kitchen, entertainment room, and laundry room, all have a significant impact on the environment.