Week 14 Complexity Theory

Complexity Theory - What is it?
Art that promotes spontaneous learning through:

1. neighboring interactions
2. diversity
3. common ground (allows for communication)
4. decentralized network

It is a really interesting theory and I think a very fitting theory for the classroom. It is all about creating social interactions and forming art. The classroom is full of opportunity for socializing with neighbors.

Integrated Lesson
Tiffany & Nichole
Ecology and Complexity Theory and Science
Exploration: Students will explore the Ecology and Complexity Theory.
Objective: Students will be able to understand the Ecology and Complexity Theory and how it applies to a natural habitat.
State Standard:
Grade: 4 Art
Standard: 1
Objective 1- Use value, color, and texture to create interest

Grade: 3 Science
Standard: 2
Objective 1- Classify living and nonliving things in an environment.
Identify characteristics of living things (i.e., growth, movement, reproduction).
Identify characteristics of nonliving things.
Classify living and nonliving things in an environment.
Objective 2- Describe the interactions between living and nonliving things in a small environment.
Identify living and nonliving things in a small environment (e.g., terrarium, aquarium, flowerbed) composed of living and nonliving things.
Predict the effects of changes in the environment (e.g., temperature, light, moisture) on a living organism.
Observe and record the effect of changes (e.g., temperature, amount of water, light) upon the living organisms and nonliving things in a small-scale environment.
Compare a small-scale environment to a larger environment (e.g., aquarium to a pond, terrarium to a forest).
Pose a question about the interaction between living and nonliving things in the environment that could be investigated by observation.

Artists Discussed: Andy Goldsworthy, Harrell Fletcher and Miranda July, Michel Swaine, Mel Chin, Christo and Jeanne-Claude

Other Subject Connections: Science: Ecology

Teacher Visuals/ Supplies: PowerPoint on Ecology and Complexity Theory, crayons, paper, scissors, glue, large piece of blue paper

Preparation: Set the blue paper in a central location, set the glue next to the blue paper, have items with different textures available to use as a rubbing, have scissors, crayons, and paper at students desks.

Student Materials:
• Different Textures
• 8x11 white paper
• Crayons
• Big piece of Blue paper
• Scissors
• Glue sticks
• Pictures of different habitats

Lesson Sequence:
1. Discuss the idea of Ecology and Complexity
2. Discuss Harrell Fletcher and Miranda July, and their Learning to Love You More project, and how they don’t know the outcome or what people may get from it, but talk about how the website effects many different people.
3. Discuss Andy Goldsworthy and how he uses things found only in nature.
4. If you needed to add in another subject you can talk about the different habitats of animals, we used the ocean habitat. You can talk about how things are intertwined and with slight changes the entire habitat can be changed.
5. Talk about the difference between living and non-living organisms.
6. Get pictures and have the students indentify the living and non-living organisms.

Assessment:
• Discuss what a habitat is, and how it can be affected by simple things, like a change in the temperature.
• Have students find textures in the room or outside and create a texture rubbing, after creating the texture rubbing have the student cut out a shape of something found in the ocean. Have the student paste their cutouts on the blue paper to create a habitat for the ocean.

Resources:

Nga.gov
http://en.wikipedia.org/wiki/Andy_Goldsworthy
http://leslieschachter.wordpress.com/2008/11/24/profound-people/
www.pdx.edu/.../majors-programs-fact-sheets
http://www.schools.utah.gov/curr/sci/elem/default.htm
http://www.softpedia.com/screenshots/DPSM-Underwater-Ocean-ScreenSaver_1.jpg
http://media-2.web.britannica.com/eb-media/35/62235-004-184F1FEC.jpg
http://images.google.com/imgres?imgurl=http://www.growseed.org/pond.jpg&imgrefurl=http://www.growseed.org/aquaponics.html&usg=__LxX7-pA2AzTC8b0PgqCnASrVXw0=&h=360&w=358&sz=67&hl=en&start=3&sig2=6YCs5ra0ylKBwqX4cINiFw&um=1&tbnid=r9mpucdc7YsttM:&tbnh=121&tbnw=120&prev=/images%3Fq%3Dnatural%2BPond%26hl%3Den%26safe%3Dactive%26um%3D1&ei=153fSZv0OoH-swORnPmjDg
http://en.wikipedia.org/wiki/Miranda_July
http://en.wikipedia.org/wiki/Harrell_Fletcher
http://en.wikipedia.org/wiki/Mel_Chininsideartneworleans.blogspot.com/2009/02/febr...
http://images.google.com/images?hl=en&safe=active&rlz=1T4DKUS_enUS227US228&um=1&sa=3&q=mel+chin+%2B+revival+field
http://report.aruna.ir/pic/Christo%20and%20Jeanne-Claude.jpg
http://www.nyc.gov/html/thegates/images/photos/04_running_fence.jpg
Gardener’s Art Through the Ages: 11th edition
http://images.google.com/imgres?imgurl=http://www.nga.gov/exhibitions/2002/christo/images/large/67.jpg&imgrefurl=http://www.nga.gov/exhibitions/2002/christo/67fs.htm&usg=__ezlvao3A4ibzPqxa8pahRatmKtI=&h=389&w=505&sz=55&hl=en&start=11&sig2=dsAp7M2dUGZLueMjCvVU9w&um=1&tbnid=_lEO86nkOCFgZM:&tbnh=100&tbnw=130&prev=/images%3Fq%3Dchristo%2Band%2Bjeanne%2Bclaude%2Bvalley%2Bcurtain%26hl%3Den%26safe%3Dactive%26rlz%3D1T4DKUS_enUS227US228%26um%3D1&ei=qbPfSZXjFJ2MtgPet5CeDg
http://www.boston.com/bostonglobe/ideas/brainiac/christobisquayne.jpg
http://www.christojeanneclaude.net/sharedMedia/runfen/thumb/RFlightWickTHU.jpg
http://www.econsciousmarket.com/eco-times/wp-content/uploads/2008/07/umbrellas-by-jeanne-claude-christo.jpg
http://www.ashevilleart.org/images/stories/wrappedcoast.jpg
http://images.google.com/imgres?imgurl=http://boingboing.net/images/spiral-jetty-08.jpg&imgrefurl
http://en.wikipedia.org/wiki/Robert_Smithson

POWERPOINT

My Thoughts:
I really liked this lesson. I would definitely simplify the complexity theory for the younger grades, maybe focus on one aspect of it. I loved the idea of using texture and creating a cumulative ocean scene. We actually did something similar in my 4th grade class, we made a tide pool. Everyone was assigned to different creatures and we made and painted our animals and then set it up in the classroom. Very fun. I would probably do something similar only teach a little about art with it.