LESSONPLANFORMAT

UniversityofNorthTexasArtEducation

I.LessonNumber,GradeLevels,Title,andDuration:
Lesson#4, Grade9(Art1),EnvironmentallyMinecraft,2days,50min.
II.LessonRationale:
AstechnologicalartpracticesgainmainstreamacceptancethroughtheInternetandnetworkedsociety,
artistsarequestioninghowourphysicalanddigitallivesinteract.Byexploringtheissueofthe
environment,studentswillhaveanopportunitytoseehoweventhesmallestthingscanhaveahuge
impact,bothnegativeandpositive.Usingaformofvirtualrealityinawaythatisfamiliarand
entertainingformoststudents,theywillexploretheeffectstheyhaveontheenvironmentfirsthand,
andbeabletonetworkandsharetheirfindingswithothers,creatingawarenesstotheenvironmental
issues.

III.KeyConcepts:
Technologyaffectsourenvironment.

IV.EssentialQuestion:
Howcantechnologyhaveapositiveimpactonourenvironment?

V.LessonObjectives:
Thestudentwillbeabletorecognizetheeffectstechnologycanhaveontheenvironmentbyhavinga
virtualexperienceoftheireffectontheterraininMinecraft.

VI.SpecificArtContent:
Howenvironmentalartistsaffecttheenvironment.
Positiveornegativeeffects?
Howcan/hastechnologyhelp(ed)them?
Artiststolookat:
JohnKlima:
http://www.cityarts.com/
NilsUdo

VII.Resources&MaterialsforTeacher:
Ipad
Minecraft
Projector
Internetaccess
http://greenmuseum.org/c/new_media/#betty
EnvironmentissuesinTexas
http://www.environmenttexas.org/issues
EnvironmentalArtPrezi
https://prezi.com/nvql9ofjkik/environmental/

VIII.Resources&MaterialsforStudents:

Ipads
Graphpaper
Minecraft
Internetaccess
.
IX.InstructionandItsSequencing:

st
DayoftheLesson
(1
day)
1. Introduction/Motivation:
IwillbeginbyshowingthestudentsaclipfromthemovieWallE.Wewilltakesometimeto
analyzetheclipandaskstudentsaboutthesituationintheclip.
Whatdoyouthinkaresomeenvironmentalissuesgoingonhere?
HowdoesWallEseetheobjectshefinds,andwhydoeshekeepthem?

2. GuidedPractice
Iwillshowthemasmallprezioverenvironmentalartandshowthemotherartistsdealingwith
environmentandtechnology.
Howdotheseartistsincorporatetechnologyintoenvironmentalism?
Whatdoestheartdotohelp(raiseawareness,physicallyhelp)?
IntroduceMinecraftproject.
Studentswillbeassignedaspecifiedareainaserverinthegame.Theywillbereplicatinga
workofartusingoneoftheartistswehavegoneoverorfromthe
http://greenmuseum.org/archive_index.php
website.Theywillbelimitedbytheresourcesin
theirarea.

3.IndependentPractice
Studentswillchooseanartworkfromoneoftheartistsfromthewebsite,fromtheexamplesin
class,orcreatetheirownoriginalstructure.Theywillbeexperimentingwiththecontrolsofthe
game.Theywillcreateasmallsketchonapieceofgridpapershowingthefront,back,left,
right,andtopperspectiveoftheworktheyhavechosentocreate.
4. Closure
FinalDiscussion:

Howdoyouthinkthestructureyouchosetocreatewillaffecttheterraingiventoyouinthe
game?
5. FormativeEvaluation
Studentsmusthaveastructurepickedoutandatleasttwosketchesofanyviewofthestructure,
beforetheyleaveclass.
6. ClassroomManagementProcedures
StudentswillbeabletoexperimentwiththecontrolsofMinecraftafterchoosingtheirstructure
andsketchingatleasttwoviewsontheirgridpaper.Studentswillraisetheirhandduring
discussioniftheyhaveacommentoranswer.Theyshouldcontinueontheirsketchesandhave
themcompletefornextclass.

nd
DayoftheLesson
(2
day)
3. Introduction/Motivation:

Throughtheprojector,IwillshowthemsomeoftheenvironmentalissueshereinTexas.
(EnvironmentissuesinTexas
http://www.environmenttexas.org/issues
)
Iwillbeginbyaskingstudentsiftheyhaveadifferentview/takeontechnologyand
environmentalissues.

4. GuidedPractice
Studentsshouldhavefiveperspectivesroughlysketchedoutontheirgraphpaper.Iwillbriefly
meetwitheachtabletotalkabouttheirprogressandansweranyquestionstheymayhave.
Whatchallengesareyoufacing?
Whatisthemostapparenteffectyouarehavingonyourarea?
Isitadrasticchangeorminimal?
Isitapositive,negative,orneutralchange?

3.IndependentPractice
Studentswillcontinuetoworkontheirstructure.

7. Closure
Howdifficultwasitbuildingyourpiecewithlimitedresources?
Hadyoudonethisinreallife,howwouldyourpiecehaveaffectedthelandaroundyou?Isita
positiveeffectornegative?
Howdidtechnologyaffecttheenvironmentinthisparticularassignment?
Diditchangeyourperspectiveontechnology?
8. FormativeEvaluation
Participationindiscussionquestions.
Stayingontaskandcompletingtheassignment.
Rubricfortheassignment.
9. ClassroomManagementProcedures
Iwillgoaroundtoeachdesktomakesurestudentsareworkingdiligentlyandtoanswerany
questions.

Repeat16,asneeded,foreachclasssessionneededforthisonelesson.

X.SummativeAssessmentandEvaluation:

WhatdoIwanttoknow?
o Howcantechnologyhaveapositiveimpactonourenvironment?
HowwillIknowit?
o BythestudentshavingavirtualexperienceoftheireffectontheterraininMinecraft.
HowwillIrecordit?
o Rubric
o

Exemplary

Average

Needswork

Frequencyof

Studentinitiates

Studentinitiates

Studentdoesnot

participationin
class

contributionsmore
thanoneineach
recitation

contributionatleast
inhalfofthe
recitations

initiatecontribution
andneedsinstructor
tosolicitimput

PreliminaryWork

5ormoresketches.
Sketches
demonstrate
appropriate,
excellentdesignthat
showclearlyhow
theproposed
structureisintended
tobe.Showsfront,
back,left,right,and
topperspective.

24sketches.
Sketches
demonstrate
appropriate,good
designthatis
sufficientto
communicatethe
intendedstructure.
Showsatleastthree
perspectives.

02sketches.
Sketches
demonstrate
poor/inappropriate
design.Doesnot
communicate
intendedstructure.
Novarietyof
perspectives.

Useofmaterials

Thestudentshows
anexcellent
proficiencyinusing
theprogram
Minecraft.Student
isconstantlyontask
andstayswithinthe
25x25squarerange
oflandassignedto
them.

Thestudenthasa
satisfactory
proficiencyinusing
theprogram
Minecraft.Student
isontaskforthe
majorityofthetime.
Studentgoesover
theboundariesof
the25x25square
rangeassignedto
them.

Thestudenthasno
proficiencyinusing
theprogram
Minecraft.
Disrespectsthe
equipment.Student
isnotontaskand
disregardsthe25x25
squarerange
assignedtothem.

Content

Thestudentswork
incorporatesor
connectstothe
artistsdiscussedin
classintotheir
project.Studentis
abletoexplainand
listvarious
environmental
issuespresentedin

Thestudentswork
incorporatesor
connectstooneor
noartistsdiscussed
inclass.Studentis
abletoexplainan
environmentalissue
presentedintheir
work.

Thestudentswork
hasnounderstanding
orconnectiontothe
artistsdiscussedin
class.Thereareno
environmentalissues
presented.Workis
unfinished.

theirwork.

XI.InterdisciplinaryConnections:
Biology
(C)Studentsexplorepatterns,systems,andcycleswithinenvironmentsbyinvestigating
characteristicsoforganisms,lifecycles,andinteractionsamongallcomponentsofthenatural
environment.Studentsexaminehowtheenvironmentplaysakeyroleinsurvival.Studentsknowthat
whenchangesintheenvironmentoccurorganismsmaythrive,becomeill,orperish.

XII.References&Resources:
Klima,J.JohnKlima.Retrievedfrom
http://www.cityarts.com/

EnvironmentTexas.Retrievedfrom
http://www.environmenttexas.org/issues

BruckerCohen,J.Newmediameetstheenvironment.Retrievedfrom
http://greenmuseum.org/c/new_media/#betty

Nunez,J.(2015).Environmentalart.Retrievedfrom
https://prezi.com/nvql9ofjkik/environmental/

XIII.ArtTEKS
(2)Creativeexpression.Thestudentcommunicatesideasthroughoriginalartworkusingavarietyof
mediawithappropriateskills.Thestudentexpressesthoughtsandideascreativelywhilechallenging
the
(A)usevisualsolutionstocreateoriginalartworkbyproblemsolvingthroughdirect
observation,originalsources,experiences,narrations,andimagination

XIV.NationalArtStandards
VA:Cr1.1.3a
Elaborateonan
imaginativeidea.