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Do a little research on the issues listed in the following sections and submit your ideas and sketches.

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Art has an immense power to generate binds with the territory. Through "ArtEducation", we can promote experiences that involve a change in the look and aesthetic sensibility and, therefore, a commitment to environmental issues.

After researching a brief concept about the environment and Land Art ("Section: Investigation"). You will find different activities that play with a performative interest, applying our sensories and actions with nature through which we seek to build a more conscious experience about each environment and offering a breakthrough of formerly established dynamics. The world can be perceived and represented in many different ways. Therefore, the experience builds on multiple perspectives.

This proposal includes two workshops (an art tour and art experimentation) that will take place in a park or natural environment, either in groups or working independently.

It is also necessary to become familiar with a digital camera and experiment the use of different artistic instruments (a notebook, pencils, charcoals, watercolours or whatever is considered artistically appropriate). Also, we will need a folder or piece of cardboard that can be used for support while working.

Make sure to take care of the aesthetic quality of your work, and attend to the elements involved in an artistic and visual composition so that the experience in the environment is an opportunity derived into artistic expression.

With all the materials and personal reflections from the students collected from each experience, add a new Padlet section in this or a new Padlet. If you already have an account in another application, please send us a link so we can create a shared community with all the different experiences produced.

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Preparation and selection of materials is required before beginning your journey:)^

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The relationship with the natural environment is an issue that worries us most because it shapes us, we enjoy it but we are also able to deteriorate it, it overwhelms us with its evocative capacity and makes us feel different emotions, but rarely is our immersion deep because time prevails. We often capture its beauty in a photograph but often look for a postcard, a quick image that responds to codes installed in our imagination without stopping to take a closer look.

This proposal is designed to live the experience of communication with the environment, breaking with the usual perception and trying to turn wandering into an aesthetic and artistic experience. There are many strategies that promote stopping to observe, interacting with the environment, holding back the moments by letting yourself be carried away by the murmurs and shadows; discovering small treasures, attending to what nature wants to tell us and intensifying our perception. We need to look for other ways related to the environment, to be able to understand it in order to transform our action in it, that the aesthetic attitude is restless, rather than an act of creation and recreation, as explorers looking for tiny signs, fragments of time. Biological elements that are only discovered when we pursue what we do not expect to find. Thus, we need TIME, slow-down, and enjoy the moment.

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Didactic premise: the artistic experience

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Didactic premise: the artistic experience

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It is all about motivating students, releasing artistic frustrations, gaining experience through elementary artistical processes, and observing, and understanding different attitudes without imposing educational proceeders based on direct instruction. The educational experience lived by the students in Primary Education is fundamental as to achieving educational practices with significant learning. As John Dewey titled, Learning by doing is an experiential educational practice that activates learning and the necessary acquisition of subject content. It is, therefore, implied to live the learning experiences and acquire new skills and tools to gain confidence when introducing them in the classroom as future teachers. These experiences help teachers become autonomous and confident to provide new knowledge based on their own experience.

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Essential: interact as an environment; slow perception; delve into the implications of feelings; collect the memory of the experience; get carried away without a fixed course; look the other way; draw without fear; photograph and finally upload it to the Padlet accompanied by the pictures with small reflections, words, audio… that speak of the experience.

Take different strategies as suggestions that you can modify or change according to your preferences and your relationship-communication establish with the environment in seeking to transform everyday experiences.

Observe the world as if it is a puzzle and how we are able to decide its meaning. Change the usual routine, and play with surprise. Knock on the door of your imagination, while trying to see things in many different ways.

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Investigate the concept environment (natural and built) and write down the most important ideas, concepts that are associated, topics of interest... Make a sketch in which you collect your key ideas.

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Choose one of these sentences (or suggest another one) to make a short story from your point of view of the environment.
- If I were the sea, what would I tell you...
- If I were an oak tree, what would I say...
- If I were acid rain floating in the sky, what would I advice you...
- If I were a plastic bottle drifting in the river, what stories could I tell...

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Have you heard of Land Art? Do you know artists who work with nature...? Watch Andy Goldsworthy's video "Rivers and Tides": explain your experience with this artist and publish a comment on which work catches your attention.

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This documentary is based on the work by British sculptor Andy Goldsworthy, who works with natural materials such as ice, stone, leaves and wood.

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Andy Goldsworthy, el escultor de la naturaleza, es un artista británico que desde hace veinte años crea obras de arte en espacios naturales de todo el mundo sin otras herramientas que sus manos.

Logra con sus composiciones la total armonía con el medio, la integración de los elementos de una forma no casual y realmente hermosa. Su forma de trabajar es totalmente respetuosa: si va a teñir un río, extrae los pigmentos de la fricción entre piedras de diferentes tonalidades, y lo mismo en todos los procesos que sigue, trabajando con cualquier cosa que llegue a sus manos: hojas, piedras, nieve, hielo, flores, barro, etc.

Como bien él nos dice: "Las palabras cumplen su rol, pero lo que hago aqui dice mucho más".

Muchas gracias a Edmer Montes que me facilitó éste y muchos otros grandes hallazgos

ETIQUETAS:

Andy Goldsworthy Land Art Naturaleza Paisaje

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Logra con sus composiciones la total armonía con el medio, la integración de los elementos de una forma no casual y realmente hermosa. Su forma de trabajar es totalmente respetuosa: si va a teñir un río, extrae los pigmentos de la fricción entre piedras de diferentes tonalidades, y lo mismo en...

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Images of works of art with nature (Land Art and Earthworks):
https://www.youtube.com/watch?v=hvDCRGSyrfI

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On the work by Lucia Loren:
https://palacioquintanar.com/la-mirada-de-lucia-loren/8034

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PALACIO QUINTANAR, centro de innovación y desarrollo para el diseño y la cultura, de la Consejería de Cultura y Turismo de la Junta de Castilla y León, presenta: "La mirada de Lucía Loren", una de las artistas más importantes del panoráma del arte contemporáneo nacional con una especial sensibilidad para la escultura y el land art.

La Mirada de Lucía Loren

En este video, realizado por Juanma Valentín durante la realización de la intervención "Al hilo del paisaje" en 2007, con motivo de la convocatoria artística Arte en la tierra de Santa Lucía de Ocón (La Rioja), asistimos al proceso de creación de Lucía Loren, el cual se caracteriza por la utilización de los elementos del propio paisaje sobre el que actúa, realizando pequeñas variaciones que sirven de reflexión acerca del concepto de "paisaje cultural". A lo largo de este proceso se genera un diálogo, un intercambio de experiencias y conocimientos entre el proceso artístico y la población rural, la cual termina siendo, gran parte de las veces, partícipe de la obra.

Imagen de portada, fotograma extraído del vídeo realizado por Juanma Valentín.

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PALACIO QUINTANAR, centro de innovación y desarrollo para el diseño y la cultura, de la Consejería de Cultura y Turismo de la Junta de Castilla y León, presenta: "La mirada de Lucía Loren", una de las artistas más importantes del panoráma del arte contemporáneo nacional con una especial sensibilidad para la escultura y el land art.

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La Aventura del Saber - Arte en la naturaleza

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Other links to artistic experiences in nature:

https://www.rtve.es/play/videos/la-aventura-del-saber/aventura-del-saber-arte-naturaleza/4278347/

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la aventura del saber arte en naturaleza nacho arantegui trarutan land art

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La Aventura del Saber - Arte en la naturaleza

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En la Ribera del Ebro y su entorno, cerca de Zaragoza, desarrolla su labor el Colectivo Trarutan, un equipo multidisciplinar que promueve actividades artísti...

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THE BODY AS A CONDUCTING THREAD: Richard Long // Robert Smithson

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On the work by Richard Long:
https://www.youtube.com/watch?v=URhK22ozo54

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EL CUERPO COMO HILO CONDUCTOR: Richard Long // Robert Smithson

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Work by Roger Dautais:
https://www.youtube.com/watch?v=69whXK3EZCY

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At first, frustration and fear reign in the classroom. We began to deal with this insecurity with experiences based on play and collaborative drawing, and little by little, they regained what had been taken away from them, which is to value their gestures and their way of seeing things. (Blanco e Cidrás, 2021)

This activity consists of promoting the practice of art in the immediate surroundings, getting closer to the locality and closely observing elements of nature. This section builds ideas through experience into practice and creates an accessible and reusable didactic process that promotes different practices in art education, outside or inside the classroom. Some activities from the book "Debuxar o Mundo" (Blanco and Cidrás, 2021) have been taken as a reference, although here, we propose to work outside the educational centre. In addition, we also give high importance to new technologies and personal autonomy when students develop and produce different activities.

Editorial Galaxia
https://editorialgalaxia.gal/produto/debuxar-o-mundo-xograr-crear-compartir/

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Debuxar o mundo. Xograr, crear, compartir - Editorial Galaxia

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A proposta “Arte ca contorna” intégrase no marco dun proxecto da Área de Didáctica de Expresión Plástica que contou cunha bolsa de colaboración concedida polo Ministerio de Educación a Benjamin Carter para o curso 2021-2022.

Profesora: Cristina Trigo Martínez (cristina.trigo@usc.es)
Departamento de Didácticas Aplicadas, Facultade de Ciencias de Educación. Universidade de Santiago de Compostela.

This work is licensed under CC BY-NC 4.0

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Thoughts: it's a good time to think about the passing of time and how nature builds new paths in the environment or the different forms it creates at every moment giving rise to random designs with pure and unique formations.

Intervention: create unique designs under a camera in Timelapse mode. We will need to recollect organic elements from the environment. Later, on a white background under the camera, we activate the Timelapse mode programmed to take photographs every few seconds. With the recollection, we will create a composition on the white canvas so that the camera will take photos automatically and record the process. When the activity is finished transfer all the images from the camera to a computer and create a short animation. Finally, publish the passage of time so the fast process can be visualised in the Padlet.

Materials: Timelapse camera, tripod, and a cardboard box to recollect organic materials.

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Thoughts: the flow of the wind, the falling of the leaves, the plants, the grass, the force that flowers need to capture more energy. Try to represent the ideas collected in the section ("Investigation, if I were the sea, what would I tell you, etc.") or think of a word related to the natural environmental movements and represent it interacting with the canvas and paints. The environment is in constant motion. Now it’s time to paint with different natural movements in harmony with nature.

Intervention: having the freedom to paint on a large surface encourages diversity and the grouping of autonomous works, creating social and shared work. (Blanco and Cidrás, p.123).

Materials: 3-5 meters of continuous paper, plastic to protect the floor from stains, carpenter's tape, black, red, blue and yellow paint, paint containers and art instruments of different sizes (sticks can be attached to paintbrushes to give the students distance from the canvas), sponges, rags or other items for painting.

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Thoughts: take a closer look, observe all the details of your surroundings and then add something new, including elements that may not be visible at first glance, something that offers harmony with the landscape.

Intervention: modular card in which to illustrate one or more elements of the landscape. In this case, to illustrate moving elements on the cardboard and thus create a visual movement in the environment. Finally, as a group form a free construction by combining the cardboard to make different structures and little by little, build a unique sculpture. In this case, there will be different materials to choose from when illustrating on the cards.

Materials: 40 to 60 pieces of A4 stone cardboard, with a thickness of approx. 1.5-2 mm. Art instruments: charcoal, Manley waxes, white chalk, different colour, shapes and sized ink-pens, shapes and also, watercolours with water brushes.

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Selection of materials for the Modular Sculpture activity.

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Selection of materials to perform the Timelapse.

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Some of the materials that facilitate movement when painting on the canvas.

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As educators we are interested primarily not in understanding children but in helping them develop. (Eisner, 1972)

QR link:
https://sites.google.com/view/experimentacin/movement

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Finding detail in our work, composition and new visions peeping through different cardboard frames.

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Change your perspective:D

QR link:
https://sites.google.com/view/experimentacin/modular

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Tools that we have to know how to use and offer experiences with the different techniques.

QR Link:
https://sites.google.com/view/experimentacin/timelapse

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Our hands touch a feel everything as we work on the paintings, and show progression.

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Prepare the backpack. Let's start to explore

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Prepare the backpack. Let's start to explore

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Below are different micro-workshops to develop in the area. Depending on your own experience, you could introduce variations or other activities that you may consider more appropriate. That will allow you to document each experience in a variety of ways: collecting materials, recording sounds, etc. This is just one way to start exploring the world.

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A: Acorn, Aroma

H: Hills, Hydrangeas

I: Isolated, Intriguing

M: Mulberry, Mud

R: Roses, Red, Ruins

...

As you go along the route, collect your catalogue of words by writing down sensations, names, things, sounds, smells or others that the experience may suggest.

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As if you were part of the environment.
Stay there for a few seconds:
What are you?
What do you need to live?
Which senses are most active now?
Take a picture and write how you feel.

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You can capture different shadows directly on paper, cut them by hand and adapt the drawing into a single fragment. If you decide to work in a group, it will become interesting to see all the finished art pieces together at the end of the workshop.

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This technique is used to recollect different textures on paper, which consists of placing a piece of paper on a textured surface and then rubbing over it with an inclined pencil until the texture remains. Use this same paper to collect different textures. Try playing with different rhythms or using other drawing instruments (pencils, crayons, etc.) and produce different results.

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Build a Botanical Catalogue by drawing it based on your observation and write down everything you know about each one.

– Photograph the chosen plant: research to find out its name. You can use the APP PictureThis.

https://www.picturethisai.com/

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With sunflower seeds, breadcrumbs... or anything else that can be used as food for birds, create a small ephemeral work in the environment based on the shapes of nature.

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Find twigs and other items and make a small construction in a corner. Maybe some animals can use it for their shelter there.

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Paint or draw with natural elements: earth, green leaves, petals...

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Choose a place and try to perceive and differentiate the sounds. Close your eyes to concentrate. What kind of sounds and how many can you perceive? Do they evoke any memories, or feelings...? Think of the sounds as if you were listening to a conversation. What are they talking about? What do they tell you? Draw with your eyes closed letting yourself be carried away by what you hear.

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At the end of the route make a map in which you collect the memory of your steps pointing out the points that were most significant to you. You can include graphs, words or objects.

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This Padlet has been made for direct sharing by clicking on the "REMAKE" option available in the Padlet APP. All of the contents in the sections on your right are free to copy or be directly used as a didactic project in Artistic Education. These resources have been programmed for teachers or people interested in following practical resources while teaching environmental art.

We would love to see and hear from anyone that uses this content and maybe build an internet community. Feel free to send us comments.

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