Photography Landscape Collage

University of North Texas

Art Education

I. Lesson Number, Grade Levels, Title, and Duration:

Lesson 2, 4th, Photography Landscape Montages, 3 days
II. Lesson Rationale: This lesson will teach students that the important parts of a landscape are the
little things. Students will be forced to stop and look at the details of their environment and what it is
saying to them instead of glazing over the bigger picture.
III. Key Concepts:
The environment is easily overlooked
The environment is always changing
Collage is used in art to multi-focused artworks
IV. Essential Question:
Why is the environment easily overlooked?
How is the environment always changing?
When is collage used to create multi-focused artworks?
V. Lesson Objectives:
At the end of the lesson the student will be able to explain why the environment is easily overlooked
At the end of the lesson the student will be able to depict how the environment is always changing
At the end of the lesson the student will be able to recognize when collage is used to create multifocused artworks
VI. Specific Art Content:
Collage, planning, compositon, photography, light, and line.
VII. Resources & Materials for Teacher:
Powerpoint, Projector,
VIII. Resources & Materials for Students:
Ipad with camera, Pixlr
IX. Instruction and Its Sequencing:
Day 1
1. Introduction/Motivation:
Students will start with an open discussion about their environments and will be asked to point
out details of their environment and how or why they noticed them.
Students will be shown a powerpoint that talks about collage artists who work with
photography and nature like Amelia Coward and Geoffrey Howard and will introduce the
environment collage project. The powerpoint will continue the theme of details in nature and
remind students to include one detail in each photo and will include the rubric
2. Guided Practice
The class will then practice for the project by taking pictures outside the school and collaging
them on Pixlr. This practice will be done step by step with the teacher and will be turned in
through email or dropbox at the end of the class period.
4. Closure

At the end of the lesson students will be able to discuss the project and ask questions. They will
be given the homework to take their photographs of an environment they see regularly
(preferably outside).
5. Formative Evaluation
The practice assignment that will be turned in at the end of that class period will not be
included in the final grade but will be used to ensure the students understanding of the
assignment and the software.
6. Classroom Management Procedures
Art supplies will be kept put away for this assignment and if needed to work on another
assignment when finished with this one those students will work at another table.
Day 2
1. Introduction/Motivation:
Students will discuss the environment they photographed and show a few of their photos
2. Independent Practice
Students will work independently on their assignments
3. Closure
At the end of class students will turn in their final assignments through email or dropbox and if
the class needs an extra day one will be given. Students will also be asked their environment
changed while they were taking picture, how, and if it could be seen in their photos
4. Classroom Management Procedures
Art supplies will be kept put away for this assignment and if needed to work on another
assignment when finished with this one those students will work at another table.
Day 1
1. Introduction/Motivation:
The teacher will give rules for a polite and proper critique and will collect the ipads in a box at
the front of the room to prevent distractions
2. Guided Practice
Students will one by one tell a little about their project and the class will be allowed to share
one good comment and one critique about the piece each.
3. Closure
At the end of the lesson students will discuss how they felt about the project and how it
changed the way they see the environment they photographed. Students will be asked if they
overlooked things in this environment before the project.
4. Classroom Management Procedures
Art supplies will be kept put away for this assignment and ipads will be kept put away for
critique.
X. Summative Assessment and Evaluation:
Criteria
Partial 1-2 points
Photos
Photos are of an inside
environment and do not
show planning or
composition within
each photo
Collage

Collage is not
organized in a
recognizable manner or

Essential 3-4 points

Photos are of an inside
environment but
include details and
composition
Collage does not
depicts the enitre
environment or is

Exemplary 5 points
Photos are of an outside
environment and depict
details of that
environment clearly and
each have a clear
composition
Collage depicts the
entire environment and
is arranged so the

is missing parts
Presentation

Student will not present

project to class or
instructor or project is
incomplete

Critique

Students does not speak

in discussion or only
gives negative
comments
Student does not have
materials, distracts
other students and turns
in assignment
incomplete or not at all

Following directions

organized but photos do environment depicted is

not line up
easy to identify and
photographs line up
Student is able to
Student is able to
identify new details in
identify whether or not
their environment but
the environment
not a change as they
changed in their photos,
were photographing it
show where, and give
new details they saw in
their environment
through this assignment
Student critiques only 1 Student gives 1 positive
other student or only
comment and 1 critique
gives positive
to 2 other students
comments
Student is not prepared Student is on task, has
or late turning in
materials, and turns in
assignments, or is
assignments on time
distracted

XI. Interdisciplinary Connections:

This lesson could be combined with a science class to explore the impact humans have on the
environment or could be combined with an English class when discussing the Naturalist Poets.
XII. References & Resources:
http://www.hockneypictures.com/home.php
https://www.saatchiart.com/collage/nature?page=3
http://www.cedfa.org/teach-fine-arts/standards/art-teks-2/grade-4-art/
http://www.nationalartsstandards.org/
XIII. Art TEKS

Foundations: observation and perception. The

student develops and expands visual literacy skills using
critical thinking, imagination, and the senses to observe and
explore the world by learning about, understanding, and
applying the elements of art, principles of design, and
expressive qualities. The student uses what the student sees,
knows, and has experienced as sources for examining,
understanding, and creating artworks.

The student is expected to:

A.
explore and communicate ideas drawn from life
experiences about self, peers, family, school, or community
and from the imagination as sources for original works of
art;
B.
use appropriate vocabulary when discussing the
elements of art, including line, shape, color, texture, form,
space, and value, and the principles of design, including
emphasis, repetition/pattern, movement/rhythm,
contrast/variety, balance, proportion, and unity; and
C.
discuss the elements of art as building blocks and the
principles of design as organizers of works of art.

Creative expression. The student communicates ideas

through original artworks using a variety of media with
appropriate skills. The student expresses thoughts and ideas
creatively while challenging the imagination, fostering
reflective thinking, and developing disciplined effort and
progressive problem-solving skills.

The student is expected to:

A.
integrate ideas drawn from life experiences to create
original works of art;
B.
create compositions using the elements of art and
principles of design; and
C.
produce drawings; paintings; prints; sculpture,

including modeled forms; and other art forms such as

ceramics, fiber art, constructions, mixed media, installation
art, digital art and media, and photographic imagery using
a variety of art media and materials.

Critical evaluation and response. The student

responds to and analyzes artworks of self and
others, contributing to the development of lifelong
skills of making informed judgments and reasoned
evaluations.

The student is expected to:

A.
evaluate the elements of art, principles of design,
intent, or expressive qualities in artworks of self, peers, and
historical and contemporary artists;
B.
use methods such as written or oral response or artist
statements to identify emotions found in collections of
artworks created by self, peers, and major historical or
contemporary artists in real or virtual portfolios, galleries,
or art museums; and
C.
compile collections of personal artworks for purposes
of self-assessment or exhibition such as physical artworks,
electronic images, sketchbooks, or portfolios.

XIV. National Art Standards

Createpersonallysatisfyingartworkusingavarietyofartisticprocessesandmaterials
Exploreandinventartmakingtechniquesandapproaches
Whenmakingworksofart,utilizeandcareformaterials,tools,andequipmentinamannerthat
preventsdangertooneselfandothers.
Document,describe,andrepresentregionalconstructedenvironments.