Art and Design · Year 5 · Threads and Narratives · Autumn Term

Environmental Installations: Andy Goldsworthy

Designing temporary outdoor sculptures inspired by Andy Goldsworthy using natural found materials.

• National Curriculum Attainment Targets
• KS2: Art and Design - Sculpture and Installation
• KS2: Art and Design - Environmental Art

About This Topic

Andy Goldsworthy creates site-specific sculptures from natural materials like leaves, stones, and ice, which change and disappear over time. In Year 5, students design temporary outdoor installations inspired by his work, using found materials from the school grounds or local park. They explore color gradients in autumn leaves or river stones to draw the viewer's eye and consider how location alters an artwork's meaning, such as a spiral of pebbles by a stream versus in a playground.

This topic aligns with KS2 Art and Design standards for sculpture, installation, and environmental art within the Threads and Narratives unit. Students reflect on the emotions of making art destined to vanish, fostering appreciation for process over product. It connects to narratives by encouraging storytelling through placement and materials, while building skills in observation, composition, and critical analysis.

Active learning suits this topic perfectly. When students gather materials collaboratively, experiment with arrangements on site, and document changes with sketches or photos over days, they grasp impermanence firsthand. Group critiques of each other's installations deepen understanding of site impact, making abstract ideas concrete and memorable.

Key Questions

1. Reflect on how it feels to create art that is designed to disappear over time.
2. Explain how we can use color gradients found in nature to create a focal point in an installation.
3. Analyze in what way the location of an artwork changes its meaning and impact on the viewer.

Learning Objectives

• Design a temporary outdoor installation using natural materials, demonstrating an understanding of Goldsworthy's techniques.
• Analyze the use of color gradients in found natural objects to create a focal point within an installation.
• Explain how the chosen location influences the meaning and impact of a temporary environmental artwork.
• Critique the impermanent nature of their own and peers' installations, reflecting on the process of creation.

Before You Start

Exploring Colour and Texture in Art

Why: Students need prior experience with identifying and using different colors and textures to effectively select and arrange natural materials.

Basic Sculpture Techniques

Why: Familiarity with simple construction and assembly methods will support students in creating their installations.

Key Vocabulary

Environmental Art	Art created in and with the natural environment, often using natural materials and considering the site's context.
Installation Art	An art form that involves the creation of a three-dimensional work, often site-specific and designed to transform the perception of a space.
Ephemeral	Lasting for a very short time; temporary. This describes artworks that are designed to change or disappear.
Color Gradient	A gradual transition from one color to another, often used to create depth or a focal point in an artwork.
Site-Specific	Art that is created for and intrinsically linked to a particular location; its meaning changes if moved.

Watch Out for These Misconceptions

Common Misconception

Artworks must last forever to be valuable.

What to Teach Instead

Students often value permanence, but Goldsworthy's work shows beauty in transience. Hands-on building and revisiting installations over time let them witness decay, sparking discussions on process and emotion. Peer sharing of photos reinforces that value lies in creation and change.

Common Misconception

Location has no effect on artwork meaning.

What to Teach Instead

Many think art looks the same anywhere, overlooking context. Site walks and group placements reveal how surroundings shift interpretation, like a leaf circle in woods versus concrete. Active critique sessions help students articulate these differences.

Common Misconception

Natural materials lack structure for sculpture.

What to Teach Instead

Learners assume only man-made items hold form. Experimenting with balances and weaves outdoors proves otherwise, as stones stack and branches interlock. Collaborative trials build confidence in material properties.

Active Learning Ideas

Material Hunt: Natural Forage

Students pair up to explore the school grounds or nearby green space, collecting natural items like twigs, leaves, and stones without harming plants. They sort finds by color, texture, and size in sketchbooks. Back in class, pairs share selections and discuss potential uses.

30 min·Pairs

Gradient Build: Color Focal Point

In small groups, students arrange leaves or petals in a color gradient leading to a central natural form, like a stone spiral. They test placements to create visual flow. Groups photograph before and after wind exposure to note changes.

45 min·Small Groups

Site Critique: Location Walk

Whole class walks to potential sites, discussing how each spot changes a sample installation's mood, such as sheltered versus exposed areas. Students vote on best locations and justify choices. End with quick sketches of envisioned works.

25 min·Whole Class

Ephemeral Journal: Reflection Log

Individually, students build a small personal installation, photograph it daily for a week, and journal feelings about its decay. They note weather effects and share one entry in a class gallery.

20 min·Individual

Real-World Connections

• Land artists like Andy Goldsworthy and Christo and Jeanne-Claude create large-scale, temporary works in natural or urban landscapes, requiring careful planning and documentation.
• Botanical garden designers and landscape architects use principles of natural arrangement and site context to create aesthetically pleasing and environmentally sensitive outdoor spaces.
• Environmental activists sometimes use temporary art installations in public spaces to raise awareness about ecological issues, drawing attention to natural beauty or environmental concerns.

Assessment Ideas

Quick Check

Before students begin designing, ask them to sketch two examples of natural color gradients they observe on the school grounds. Have them label the colors and indicate the direction of the gradient.

Discussion Prompt

After installations are complete, facilitate a class discussion using prompts like: 'Describe the feeling of creating something that will not last. How did the location you chose affect the story your artwork tells?'

Peer Assessment

Students take photographs of a peer's installation from two different viewpoints. They then write two sentences explaining how changing the viewpoint altered their perception of the artwork's meaning or impact.

Frequently Asked Questions

How do I introduce Andy Goldsworthy to Year 5?

Start with a slideshow of his works, focusing on close-ups of leaf gradients, stone arches, and ice sculptures. Pose the key questions: how does it feel to make disappearing art, or how does site change meaning? Follow with a short video clip of him working silently in nature to spark curiosity and discussion.

What natural materials work best for outdoor installations?

Use abundant, site-specific items: fallen leaves for color, pebbles or twigs for structure, moss for texture, and ice or snow in winter. Emphasize no picking live plants. Test for safety, avoiding sharp or toxic finds, and encourage variety to explore gradients and forms.

How can active learning help with environmental installations?

Active approaches like foraging, on-site building, and time-lapse documentation make Goldsworthy's concepts tangible. Students feel the wind shift their work, discuss site impacts in real time, and reflect on impermanence through personal journals. This builds deeper engagement than worksheets, linking observation, creativity, and analysis to curriculum goals.

How to assess reflections on disappearing art?

Use simple rubrics for journals or talks: describe feelings about creation versus decay, explain one change observed, and connect to a peer's work. Display timed photos as evidence. This captures emotional and analytical growth, aligning with KS2 standards for evaluation.