Lesson Overview:
In this lesson, students learn various historical, social, environmental, and geological elements of — and related to — the Grand Canyon. Through the analysis of art works inspired by the Grand Canyon, students will explore how art communicates ideas, which often represent limited points of view, experiences and, sometimes, bias. Students also create their own works of art inspired by information about the Grand Canyon that is learned in class and through independent research.
Length of Lesson:
Four 45-minute periods
Notes:
This lesson is particularly suitable for grades 7-8.
Instructional Objectives:
Students will:
- communicate ideas through art.
- conduct independent research.
- create original art works.
- demonstrate understanding of the Grand Canyon's geology, inhabitants, wildlife, and environmental issues via the creation and interpretation of art.
- interpret and analyze the meaning of various art works.
- listen to lectures about the Grand Canyon.
Instructional Plan:
Warm Up
Discuss with students how nature has inspired the creation of art for centuries. Tell them that they will be focusing on one particular natural phenomenon that has been the source of inspiration to various artists in several different types of media—the Grand Canyon.
Break up the class into groups of two or three. Each group should examine one of the following works of art (for more examples of works inspired by the Grand Canyon, visit A
Century of Grand Canyon Art):
- William Bell's photograph, Grand Canyon, Colorado River, near Paria Creek, Looking West
- Mabel Pearl Frazer's photograph, Sunrise, North Rim, Grand Canyon, 1928
- Thomas Moran's painting, Grand Canyon
- Frederick Ballard Williams's painting, The
Grand Canyon
- John Barton's poem, "Sunrise,
Grand Canyon"
- Selections of Fred Grofé's musical work, "Grand Canyon Suite" (for an excerpt see ARTSEDGE's LookListenLearn Stormy Weather)
- Selections of Eric Ewazen's musical work, "Grand Canyon Octet"
- Hiroshi Yoshida's woodblock print, "Grand Canyon
In pairs or groups, students should analyze the assigned work of art and discuss what they can learn about the Grand Canyon from that specific work. When listening to music, students should take into account the tempo, mood, dynamics, and instrumentation of the works. When looking at visual art, students should examine composition, color, and point of view. If analyzing poetry, students should examine metaphor, simile, form, and tone.
Give students ten minutes to explore and discuss. When finished, each pair
or group should present their findings to the class, while the rest of the class takes notes. When students are finished sharing what they have learned, point out how each work brought to light different characteristics or pieces of information about the Grand Canyon. Write what students have learned about the Grand Canyon on chart paper.
Geology of the Grand Canyon
Through discussions of the art works, students most likely will have discovered the various layers of rock that can be viewed. Explain to students that, while the Canyon was formed by erosion over the past five or six million years, the exposed layers of rock tell a geologic story reaching as far back as two billion years.
Show students a geologic cross section of the Canyon and explain the different layers of rock. A great resource on the geology of the Grand Canyon can be found on PBS's Lost in the Grand Canyon site.
Native Americans and the Grand Canyon
Now discuss what has not yet been discovered in class about the Grand Canyon. Point out how certain stories can be left out in certain works of art, because the artist who created the work represents only one point of view. Inform students that Native American tribes inhabited the Canyon for thousands of years, until 1540, when the first Europeans arrived at the Grand Canyon's South Rim. Ask students whether Native Americans were represented in any of the works seen earlier. Why not?
Show students the following images:
Mention to students that Hillers was one of the first photographers to document the Colorado River and the Grand Canyon. Tell students that, originally, Hillers was to document the geography and geology of the Grand Canyon, but soon started to document Native American culture and life, and then later began making portraits of people in Native American tribes.
Tell students how the Navajo fought the Anglo Americans, led by Kit Carson.
Carson and his army destroyed the villages, crops, and sheep of the Native Americans, as well as killed their families. The U.S. army gathered surviving Navajo people and sent them to Fort Sumner. About 200 Navajos died on the "Long
Walk" to Fort Sumner.
Wildlife and the Grand Canyon
Inform students that Native Americans were not the only inhabitants of the Grand Canyon. The Canyon is home to mountain lions, deer, lizards, bighorn sheep, bobcats, and elk. About five million people visit the Grand Canyon National Park every year. Ask students how they would feel if many people frequented their homes every year.
Tell students that when wild animals interact with humans, the animals' lives are often in danger. First of all, many people like feeding the animals, which is problematic when animals begin to depend on humans for food and lose the ability to forage and seek for food on their own. Secondly, when humans litter, the wildlife will feed on what smells like food, resulting in candy wrappers, plastic bags, and other trash making their way into the stomachs of deer. Third, when tourists decide to tour the Canyon via small airplanes, the noise pollution disturbs the natural silence of the animals' habitat.
For more information on animals and plants in the Grand Canyon, go to the National Park Service's Web site on the Grand Canyon.
Environmental Issues and the Grand Canyon
Inform students that, in addition to the effects of tourism on wildlife at the Grand Canyon, there are several more environmental issues that can inhibit the enjoyment and conservation of the Grand Canyon. For example, haze due to air pollution from nearby cities and industrial areas often blocks the view
of the rim of the Canyon.
Also, since the flow of the Colorado River through the Grand Canyon is controlled by the Glen Canyon Dam, the following repercussions occur: colder water, smaller sediment load, and missing seasonal fluctuations. And due to the dam, the six-million-year old natural process of dredging the Canyon by the Colorado River can no longer occur.
Telling the Untold Stories
Tell students that they must now create art to highlight what was not represented in the works students examined in pairs (or small groups) at the beginning of the lesson. Students may decide to work individually, in pairs, or in small groups, depending on the project they choose.
They must pick one of the following topics and create a work of art based on what they have learned in class or on their own about the topic:
- Sequence of rocks in the Grand Canyon
- The Native American experience in the Grand Canyon
- Grand Canyon's wildlife
- Environmental issues affecting the preservation of the Canyon
Tell students they should do additional research to learn more about the topic on which they are focusing. Students may use Web sites or visit their library, and should look at primary and secondary sources. Students should keep a list of the sources they have used in creating their works.
Students can create sculptures, music compositions, pantomime, plays, poetry, or paintings. Each individual, pair, or group must first submit their idea for teacher approval before beginning their art works. Work with the students on creating art that communicates knowledge learned about the specific
topic. You may wish to work with the visual arts, drama, and/or music teachers for assistance and advice on art processes and techniques.
Class Presentations and Closure
Students present their works to the class. A couple of days before class presentations, find out how long each presentation is expected to run, and what preparations need to be made in order to present the works to the class. This will help in determining the order of the presentations, as well as how you can help things run more smoothly during the presentations. Does the room need to be reorganized? Do students need particular audio/visual equipment (CD players, projectors, microphones, etc.)? Are there instruments that a music teacher can provide?
After all of the presentations are finished, display the chart paper containing the list of information students learned about the Grand Canyon at the beginning of the class. Ask students to add to this list in light of the class presentations. Foster a discussion about differing points of view and/or bias in art and historical accounts.
Assessment:
Assess students' art works using the following criteria:
- Is the work creatively constructed?
- Does the work reflect students' knowledge of Grand Canyon topics?
- Does the work effectively communicate ideas?
- Does the end product suggest a thoughtful art process (in which students seek advice or additional information when applicable)?
- Did students conduct additional research in order to create their art works?
- If work was created in teams or in pairs, is equal participation by individuals evident?
Sources:
Media:
- Grofe, Ferde. Grand Canyon Suite/Mississippi Suite. New York Philharmonic. Leonard Bernstein and Andre Kostelanetz. Sony 37759.
Web:
Authors:
-
Eileen Ewald and Maryann Fox, Teachers
Thomas G. Pullen
Landover, MD
