UNCOLI, Elisa Luque Jensen. Land Art Project. 2011

Artistic Pedagogical Experience

Gimnasio CampestreELISA LUQUE JENSEN

Gimnasio Campestre’s Curriculum

4 COMPETENCES

• INFORMATION MANAGEMENT

• CRITICAL THINKING

• CREATIVITY

• METACOGNITION

Competence is a complex form of thinking, in which students use their skills and knowledge with specific

intentions, in timely and efficient ways.

Information management

Learning and teaching arts at first instance requires an approach to query information from oral sources and / or written artistic and cultural contexts. These aspects give the learners the possibility to examine visual codes, audiovisual materials and new technologies.

Critical ThinkingThese ways of using the information make possible the translation of cultural codes from literal and symbolic characteristics to other contexts making the students competent to interpret the connotations and meanings of the languages, the cultural, artistic, self and others emotional expressions in particular environments.

Creativity

It is intended that through Artistic Education ideas can be transformed into new ones, into cultural artifacts that not only relate to thought, but to the world, developing artistic and conceptual connections by exploring different skills and techniques.

Metacognition

Encouraging awareness with the environment in which a person grows and relates to the culture of which he/she is heir and forger, while assuming responsibility for his/her learning and creative process.

Art Department MissionOpening spaces to objective appreciation of the creative and productive process of self and others’ aesthetic productions and artifacts through inter-territorial knowledge and contexts, to foster in the students deep cultural awareness of their Colombian cultural diversity, their role as translators, interpreters and creators of realities, with the responsibility that this implies, related to the ways ideas are put in context, promoting intercultural competences with the spirit of encouraging the positive recognition of the possibilities and limitations of physical, intellectual, affective and social particular conditions, under language perspectives that provide students settings for developing their English skills and approach other languages in cross-cultural contexts.

The 3 Pillars

The 3 pillars that form the base of our curriculum at GC’s Art Department are:

• Artistic Expression• Cultural Context• Linguistic Context

Our strategiesIn 2009, the Art Department at Gimnasio Campestre implemented a pedagogical model called the ABCT Model.(Artistic, Bilingual, Cultural Teaching Model)10 Activities:

WW Written WorkshopCL Creation LabTTW Tech Tool WorkshopTS Tech StudioAN Art NetworkCE Cultural Experience

LW Library Workshop

SEL Sensory Experimentation LabAL Artist LoungeADJ Art Discovery JournalLCE Learning, Creation, Evidence Session

LAND ART PROJECT

GIMNASIO CAMPESTRE10th GRADETEACHER: Elisa Luque Jensen

Characteristics of the project

• Content Area: Urban Cultures and New Media

• Cultural Topics: Land Art and Open Spaces

• Skills: Development of spacial expression

• Duration: 1 bimester

• Visual Elements: Space and Scale

Our perspective of Land Art

Land Art was seen in class from the perspective of making an intervention in a open space, using big dimensions in scale, and having materials that interact in some way with natural resources.

Some of the Artistic References used in class were:

Christo and Jean Claude

Robert Smithson

Walter de Maria

Applying our pedagogical strategy

• ABCT Model Activities:1. Tech Tool Workshop2. Creation Lab # 13. Artist Lounge 4. Art Discovery Journal5. Written Workshop6. Creation Lab # 27. Creation Lab # 38. Tech- Studio9. Cultural Experience10. Art Network

Steps from the ABCT Model• Step 1: Tech-Tool Workshop Students recieve a short lecture on “What is Land Art”. A power point presentation is the tool used in this excercise.

• Step 2: Creation Lab # 1Teacher hands out printed pictures of an open space in Bogotá. Students draw a utopic Land Art project and insert it in the picture. Concepts of SCALE and SPACE are introduced.

• Step 3: Artist Lounge

Show the students different Land Art projects made by recognized artists, in this case, concentrating on:

a. Christo and Jean Claudeb. Robert Smithsonc. Walter de Maria

Step 4: Art Discovery JournalAnswer 3 questions:

a. What did I know about Land Art?b. What did I learn in class ?c. How am I going to apply this

knowledge on a personal project?

• Step 5: Written Workshop Planning of the project in groups:

a. Intention (It had to be related to the “Basic

Learning Conditions” at school)b. Materialsc. Placed. Dimensionse. Budgetf. Sketches from 2 perspectives

• Step 6: Creation Lab # 2

Students draw their project proposal using soft pastels.

• Step 7: Creation Lab # 3 Students make their Land Art Project.

• Step 8: Tech-Studio

a. Students use either film or photography to register the making of the project.b. Students are asked to edit the registered material into a 2-4 minute video on Movie Maker or iMovie. The video must include: music, images, information about materials and conceptual purpose.

• Step 9: Cultural ExperienceEach group presents their video to the whole class in the auditorium.

• Step 10: Art NetworkStudents upload their Land Art project videos to a common you tube account that the teacher gives them. It is a way of socializing all the projects with the other classmates of the 10th grade.

Other projects:

Land Art Videos

Paper Spiral:http://www.youtube.com/watch?v=dgdyNKp3Dao

Music Waves:http://www.youtube.com/watch?v=taJe0MrnTPQ

Umbrella Tree:http://www.youtube.com/watch?v=81AcARKf21E&feature=related

Shadow Shield:http://www.youtube.com/watch?v=1JzYgnBvsMo