Post on 24-Jul-2016
description
Ebru Pollution Art
Description: This lesson is designed to accompany the Grade 7 GUSH workshop. Students will promote awareness about water pollution and its effects by means of a new painting technique that uses mixtures and solutions.
Grade Level: Grade 7 Setting: Classroom
Learning Objectives: 1. Identify images, colours and techniques that are appropriate to represent water pollution. 2. Create a design that uses appropriate elements to convey a message/theme surrounding water pollution. 3. Use the Ebru art technique to create a finished piece of art that conveys a message/theme surrounding water pollution.
Duration: 1-‐2 lessons Key Words: -‐Pure Substance -‐Solution -‐Mechanical Mixture -‐Ebru -‐Pollution -‐Density
Related Curriculum Links: Understanding Matter and Energy: Pure Substances and Mixtures 1.1 assess positive and negative environmental impacts related to the disposal of pure substances (e.g., uranium) and mixtures (e.g., paint, sewage 2.6 use a variety of forms (e.g., oral, written, graphic, multimedia) to communicate with different audiences and for a variety of purposes 3.4 distinguish between solutions and mechanical mixtures Visual Art D1.1 create art works, using a variety of traditional forms and current media technologies, that express feelings, ideas, and issues, including opposing points of view D1.3 use elements of design in art works to communicate ideas, messages, and understandings for a specific audience and purpose Equipment: -‐ Paint brushes -‐ Needles -‐ Metal trays -‐ Jars for holding dyes -‐ Paint smocks
Consumables: -‐ Copies of Tin Roof Global’s Planning Your Ebru Art worksheets (attached) -‐ Dyes of various colours -‐ Ox gall, order from: http://www.amazon.com/Winsor-‐Newton-‐Gall-‐Liquid-‐bottle/dp/B000IZSOTQ -‐ Gum tragacanth, order from: http://www.amazon.com/LorAnn-‐Oils-‐Gum-‐Tragacanth-‐2-‐7/dp/B00153FXHG or http://www.goldaskitchen.com/ca/catalogsearch/result/?q=gum+tragacanth -‐ Distilled water -‐ Absorbent paper
Safety Considerations: N/A
Lesson: Preparation Two days before this activity, the solution of gum tragacanth and distilled water must be prepared. Instructions for this can be found at: http://elearning490.blogspot.ca/2012/09/steps-‐for-‐making-‐ebru-‐art.html Starter (5 minutes) Have a brainstorming session with students and write their suggestions for the following questions on the board. What are some causes of water pollution? Who is affected by water pollution? What colours/images show a healthy water environment? What colours/images show a polluted water environment? Activity (over the span of 1-‐2 lessons) Explain to students that they will be creating a water pollution awareness piece. To do this, they will be using a Turkish form of painting call Ebru. Students will be using water’s ability to form solutions and mixtures to create a design, which can then be transferred to paper. Because this technique can only be completed once (it can’t be erased or painted over), students first need to create a rough draft of their artwork. Hand out Planning Your Ebru Art worksheets to students for students to work on. They should think of the elements that were brainstormed earlier in lesson (starter), as well as the message that they want to convey. This may take up the duration of the first lesson. Once every student has drawn up a rough draft and has it approved, explain the process of Ebru art. Instructions for this process can be found at: http://elearning490.blogspot.ca/2012/09/steps-‐for-‐making-‐ebru-‐art.html Once instructions are given, each student can collect a paint smock, a metal tray, a paintbrush and a needle. Tell students they will need to fill their tray halfway full with the distilled water/gum tragacanth, and they will also need to share the coloured dyes with one another. When they have finished painting their design on the distilled water/gum tragacanth, they can then get a piece of absorbent paper to place on top of their design. After they have carefully lifted the paper off of their design, they should place their newly painted paper at the back of the classroom to let it dry. Students will have to finish their art during lesson, as it cannot be left overnight. When students have completed their Ebru art and cleaned up their utensils, they can then write a short summary of what their art is depicting (type of pollution, its effects etc.). Conclusion (5 minutes) As an exit ticket, ask students what components of the Ebru art were mixtures and what components were solutions. Have them explain their reasoning.
Accommodations/Modifications Different sizes of paper/trays can be used to make smaller or larger art, depending on class size, skill and time available. Demonstrate the Ebru technique for students to see before they try it out themselves. Extensions Students can research other artworks that portray water pollution awareness and compare techniques used by these other artists to their own.
Planning Your Ebru Art
Name:
Theme: Colours: