Janice Newkirk

Land Art Unit Plan

STAGE 1-DESIRED RESULTS
Unit Title: Land Art

Rationale/Established Goals:
Land art is all about exploring. Exploring interesting places, the things you find there, your own creative abilities
and connecting to the land and place you are in. In this mini unit, students will become land artists by making
art out of the natural things that they find. They will be asked to explore identity, place and culture through
creating artistic works collaboratively and as an individual using ideas inspired by imagination, inquiry,
experimentation, and purposeful play. Land art is not just about making something with the natural materials
you have found, but about the places that you found them in. Through their artistic works and the study of artist
Andy Goldsworthy students will experience nature and explore natural places in their local area. The lessons
within the unit encourage students to inspect, examine, touch and feel materials in nature and create works of
art through discovery. Finally it teaches students that art does not have to be permanent, but can also be
temporary and vanish with time.

Big ideas:
Gr. 2 Art
Inquiry through the arts creates opportunities for risk taking.
Gr. 3 Art
The mind and body work together when creating works of art.
Understandings: Students will understand Essential Question(s): What drives the
that learning?
Art can be created in a variety of ways with How can I use nature to create art?
materials from nature Does my art need to last forever?
Art does not have to be permanent, but can
also be temporary and vanish with time
Students will be able to: (competencies) Students will know: (content)

Art (Grade 2 & 3) Art (Grade 2 & 3)

Create artistic works collaboratively and as
an individual using ideas inspired by
imagination, inquiry, experimentation, and
purposeful play
Explore identity, place, culture, and
belonging through arts experiences
Experience, document and share creative
works in a variety of ways
Core Competencies:
Communication
Connect and engage with others (to
share and develop ideas)
Acquire, interpret, and present
information (includes inquiries)
Collaborate to plan, carry out, and
review constructions and activities
Explain/recount and reflect on
experiences and accomplishments
Processes, materials, technologies, tools, and
techniques to support arts activities
Thinking Personal and Social
Creative Positive Personal & Social Identity
Novelty and value Relationships and cultural contexts
Generating ideas Personal values and choices
Developing ideas Personal strengths and abilities
Critical Personal Awareness & Responsibility
Analyze and critique Self-determination
Question and investigate Self-regulation
Develop and design Well-being
Social Responsibility
Contributing to community and caring
for the environment
Solving problems in peaceful ways
Valuing diversity
Building relationships
 STAGE 2-ASSESSMENT EVIDENCE
Say:
Students will share and develop ideas with the class on what art is, and whether it has to be done indoors.
Students will verbally describe their creations and why they chose the materials they used.

Do:
Students will create artistic works either collaboratively or individually using ideas inspired by materials
they discover in nature
Summative Assessment (of Learning): Formative Assessment (for Learning):

For Unit: Students will create artistic works either
collaboratively or individually using ideas inspired by
materials they discover in nature
Students will inspect, examine, touch and feel
materials in nature
Students will develop and design their own works
of art
Students will share and develop ideas with the
class on what art is, and whether it has to be done
indoors

STAGE 3-LEARNING PLAN

Learning intentions
I can be curious about the natural Lesson 1: Land Art on the Beach, Departure Bay Beach
world.
I can create shapes out of sand
and stone
I can reflect on what art is
I can share my opinion on whether
art has to last through time
Learning activities
[45min]
Tell students: Today we get to be artists on the beach
Explain: we will be using sand and stone to create shapes and
designs
Ask students to put on outside clothing and line up at the door
Walk to the beach
Students inspect, examine, touch and feel the sand and stones
on the beach
Students create a pattern, swirl, circle, spiral or anything they
like
Students explain their materials and creation
Take pictures of students creations
Walk back to school
Lesson 2: Artist Study: Andy Goldsworthy (Indoors) [25min]
Brainstorm: Ask students what art is: what is looks like, what
materials you need for it, where do you do it
Explain that we will be watching a clip of a different way of
doing art
Tell viewing job: to watch for the different materials the artist
uses
Watch clip of Andy Goldsworthy
https://www.youtube.com/watch?v=JTnHiOA6a0E
Share artists name
What types of materials did he use? What shapes did you
see?
Ask students: does art have to be permanent?
What about Andys art? Do you think it always stays the
same? What happens to it?
Explain that art we make outside may not be permanent and

I can create using ideas inspired
by imagination, inquiry and
experimentation
I can explain my creation and why I
chose materials
I can create using ideas inspired
by imagination, inquiry and
experimentation
I can explain my creation and why I
chose materials
Resources and Material Needed
Lesson 1
Lesson 2
ask some predictions about what may happen to it
Explain that we will be making our own pictures with some
materials from outside
When we are finished we will take a photo, then put our
materials back in the box (Miss Newkirk will then bring them
back outside)
Hand out materials
https://www.pinterest.com/jnmadani/andy-goldsworthy-for-
kids/?lp=true
Lesson 3: Land Art on our Field Trip [45min]
Tell students: Today we get to be artists in ______
Explain: in groups, we will be using stones, leaves and twigs
to create shapes and designs
Let students choose their own groups of 2 or 3, or if they
prefer to work by themselves
Define boundaries
Students inspect, examine, touch and feel the leaves and
twigs in the woods along the path
Students create a pattern, swirl, circle, spiral or anything they
like
Students explain their materials and creation
Take pictures of students creations
Ask students how they feel about creating art in the school
field
Review that art may not be permanent and ask some
predictions about what may happen to it
Walk back to school
Lesson 4: Land Art in the Woods, Leaves and Twigs
[45min]
Tell students: Today we get to be artists on the woods
Explain: we will be using leaves and twigs to create shapes
and designs
Ask students to put on outside clothing and line up at the
door
Walk to the woods
Students inspect, examine, touch and feel the leaves and
twigs in the woods along the path
Students create a pattern, swirl, circle, spiral or anything they
like
Students explain their materials and creation
Take pictures of students creations
Ask students how they feel about creating art in the woods
Review that art may not be permanent and ask some
predictions about what may happen to it
Walk back to school
Outdoor clothing
First aid kit
Camera
Andy Goldsworthy clip
https://www.youtube.com/watch?v=JTnHiOA6a0E
Variety of materials from outside in a box
 Camera
Lesson 3 Outdoor clothing
First aid kit
Camera
Lesson 4 Outdoor clothing
First aid kit
Camera