Imagining the Environment: Introduction http://artswork.asu.edu/arts/students/tb/06_01_environment.htm and http://artswork.asu.edu/arts/students/tb/06_02_settingcollage.htm

Use:

1. To teach about the nature and importance of the 'environment,' (setting, lights, sound, costumes and props) for a play or a story
2. To help students visualize environments

Standards

1. Theatre:
   1. Understand the importance and interrelated nature of sets, lights, sound, costumes in telling the drama's story
   2. Envision the environment for a play that will set the mood for the performance
2. Language Arts:
   1. Understand the importance of setting for a story
   2. Make visual presentations

Materials:

See the Making an Environment in the middle of the environment page http://herbergercollege.asu.edu/artswork/arts/students/tb/06_01_environment.htm or the Setting Collage at http://artswork.asu.edu/arts/students/tb/06_02_settingcollage.htm

Your Role:

1. Decide the drama/story for which the students will create an environment. This can be a play, a story they've read, or simply a place that they know such as their bedroom or a favorite spot.
2. Gather the material for the Making an Environment or the Setting Collage
3. Read the Introduction to Environment with the class. Discuss by having the children give examples of environments from plays, videos or films they have seen.
4. Have the class read the instructions at the web site for the activity you have chosen. Discuss the examples shown. Discuss visual symbols - images and colors - and how they are included in the examples. For examples, the 'angry' environment box is red, has jagged lines and sharp objects that can hurt. The 'lost' collage is blue, a sad color. The padlocked gate suggests being left out. The hand is up with fingers out, perhaps to ask for help?
5. Help the students image the place they are going to create. Discuss what symbols may convey the mood, locale and feeling of that place.
6. Distribute the materials
7. Circulate among the students, answering questions, keeping them on task, etc.
8. Gather the collages or environment boxes, telling the students you will display them after they present their environments to the class explaining why they chose the colors, shapes and images.
9. Later, display the student work
10. Prepare the class to critique the work. Instruct them to look carefully at the objects, colors, lines, shapes, textures and how they are arranged. Tell them to think about what place the box or collage suggests and what mood it communicates.
11. Have the students show their work to the class. Make certain each artists has the time to explain his or her choices. Guide student response so that it is positive.

Time:

• Preparation and creation of the environment box or collage, 1 hour
• Presentation of the collages or boxes, allow 3 or 4 minutes per student. Two sessions may be needed so as not to tax student attention span.

Assessment:

1. Did the students complete the activity?
2. Could the class describe the art elements and then describe the mood created?
3. Could the student artists explain mood and locale they wanted to suggest; why they chose the colors, shapes, lines, textures, images and objects; and what they symbolized?