| (a) |
Generate questions that arise from the investigation of a topic or area of interest to initiate inquiry (e.g., How have different artists represented plant life in visual art works and book illustrations?). |
| (b) |
Develop a plan to visually explore selected question(s) (e.g., observe and draw, gather research information, imagine and paint). |
| (c) |
Use guided Internet searches to investigate how artists represent the environment in different ways. |
| (d) |
Explore inquiry questions visually (e.g., What are some unique characteristics of plant growth? How could we create our own representations of plant growth using different styles of art?). |
| (e) |
Discuss how the plan and visual exploration is evolving, and adjust decisions accordingly. |
| (f) |
Use guided Internet searches to investigate how artists use different art forms and media to express their ideas. |
Students will then create their own buffalo flags/banners to celebrate their role in shaping the current environment, while reflecting on the lesson.
