Lines of Landscape: Connecting Art and Geography

Lines of Landscape
(part 1)
will start at 5 pm

Presenters
Dr. Amy Miner
Teacher, Professor, and
Founder of In Focus Education Group
Bruce Hucko
“Art Coach!”
BTS Arts Visual Arts Educator,
HMK Elementary School, Moab

5:00-5:05 Introduction/Housekeeping (5)
5:05-5:10 Intro to Utah Standards - Amy Miner (5)
5:10-6:10 Lines of Landscape - Bruce Hucko (60)
6:10-6:20 Connection to Utah Standards - Amy
Miner (10)
6:20-6:50 Lines of Landscape - Bruce Hucko (30)
6:50-7:00 Q & A (10)
7:00 Survey & Resources (links in
chat)
Schedule

Dr. Amy Miner
Intro to Utah Standards

Making Connections…
What is the value in connecting to USBE
academic standards for students, teachers,
and you?
How do we create deeper, “sticky,” more
engaged learning when students transfer
and apply what they are learning?

Arts integration builds greater
understanding across disciplines,
supporting authentic experiences that
engage and motivate learners. This
practice provides multiple modes of
learning and understanding, while also
fostering imagination, creativity and
personal interpretation of ideas and
topics.- NAEA

Bruce Hucko
Lines of Landscape
(part 1)
Gather your materials!
- Pencil (colored pencils optional)
- Eraser
- 5-10 sheets of (9x12) drawing paper or (8.5x11) copy paper
- Painters or masking tape

Art Coach’s Underlying Agenda!
● Develop Personal Confidence & Creativity
(What Rollo May calls “the Courage to Create”)
● Promote Language Development & Use
● Teach Specific Universal Art Skills & Concepts
(That all human beings possess internally and have a right to know)

One very special art project for
3rd Grade is . . .

Look Where We Live!
3rd Grade Paints at Island-in-the-Sky
4th Grade Paints at Arches NP

We’ll be going to
Green River Overlook
With 2 Guest Instructors, your teacher, some parents, Art Coach!
. . . . and a few 6th Grade Junior Art Coaches!

We’ll DRAW, PAINT, LUNCH,
and ENJOY from
9:30am until 1:30pm –
That’s 4 hours of SCHOOL!
OUTSIDE!
(The high school doesn’t even do this!)
PAINTING!

Pete Apicella
(AKA: Pimo)
Peggy
Harty
Guest Artists

With help from the Guest Artists, the Junior Art Coaches, Art Coach!, and YOURSELF,
you can end up with work like -

Kindergarten
Deliberate color and descriptive language development
via the creation of ice cream flavors in Kindergarten.

We learned the DEPTH skill of making objects go over, under, around
and through each other by drawing,
followed by creating Wild Child Flowers paintings.
First Grade
Learned the DEPTH skill of making objects appear Near to Far by
creating an 18”x24” Pumpkin Patch paintings.

Second Grade
We visited Balance Rock with NPS Rangers,
then drew it from our favorite angle.
Using a pack of 12 oil pastels, we figured out our own special recipe to accurately match a
piece of Entrada sandstone, the same stone Balanced Rock is made of.

The path to success for this lesson is to learn
Lines of Landscape

Today we’ll start learning how to
draw all of these landforms -
Plateau
Caprock
Cliff Face
Talus Slope & Debris
(Angle of Repose)
•Mesa
•Monument
•Butte
Tower
Pinnacle
Spire
Rubble Mound & Hills
Canyons & Waterways

Using the 3 main directions of lines
Who knows what they are?

. . . so that when you’re in the landscape you can -
Draw each landform accurately and call each by their real names!

Panorama from Point Sublime (original drawing approx 17 x 20 inches)
Created for the US Geological Survey by William Henry Holmes, 1846-1933
Holmes led a remarkably varied life as an anthropologist, archaeologist, artist, draftsman, geologist, explorer, government
official and museum director. In 1872-79 he worked for geologist FV Hayden as geologist-artist in Hayden’s historic western
surveys. From 1880-82, Holmes worked with Clarence Dutton creating all the drawings for Dutton’s Tertiary History of the
Grand Canyon District. He later directed the National Gallery of Art, now known as the Smithsonian Institution in Washington
DC.
Can you see where this artist used
VERTICAL, HORIZONTAL and DIAGONAL lines to show us the Grand Canyon?

It all starts with a good drawing!

Psssssst!
Somebody tell Art Coach!
It’s time to make
the little book!

Go live to demonstrate how to build the
cover.
● Vertical lines – middle of page, close together, the group of
them should be longer than wide
● Horizontal lines – layered on each other
● Diagonal Lines – Make shallow angle on one side and steep
angle on the other. Leave space in the middle open, reverse
angles to make canyon
● Make canyon and slopes
● Add details
● Add title: My Landform Book by _________

We live on the
Colorado Plateau
(our home)

PLATEAU
From the Old French “platel” to reference level or
plate.
Is a very large area of flat-ish terrain that
rises sharply above the surrounding land
on at least ONE side.
A plateau can be up to hundreds of miles
across. It has no defined shape.
Draw it off the edge of the paper to show
it goes for a long way!

All TOGETHER NOW - Plateau
Draw it live.
State primary features.
● a long, long horizontal-ish line that goes off the edge of the
paper to suggest that it keeps going.
● A plateau can be 50 to over 500 miles wide, and even longer.
● One end ends in a cliff, the other gradually angles down to
join other lands.
Students follow.
Name and label the landform.
Allow them to “trick” it out by adding fun details and color.

MESA
A stand-alone flattish landform
that is longer on the top than it
is tall.
The Spanish word for table is -

All TOGETHER NOW - Mesa
Draw it live.
● A mesa is longer on top than it is tall.
● It stands alone, raised above other lands.
● To the Spanish who named it, it looked like a table.
● What do you think the Spanish word for table is?
Students follow.

MONUMENT
A large, flattish landform that is taller
than it is wide on top.

All TOGETHER NOW - Monument
Draw it live.
● A monument is flat on top, with sides taller than the top is
wide.
● It looks like a cereal box.
Students follow.

BUTTE
A large landform that is taller than it is
wide on top.
The top is IRREGULAR, not like a
monument or mesa.

All TOGETHER NOW - Butte
Draw it live.
● A butte is like a monument in size, but the top is irregular, with
cracks, gaps, rises, and falls.
Students follow.

Okay!
Next Slide!
New Landform!
Wait a minute Art Coach!
What about my joke story?
You said it’s your favorite!

TOWER
A tall, slender landform that is flattish on top.
Think of very tall buildings and skyscrapers.

All TOGETHER NOW - Tower
Draw it live.
● Both a butte and a monument can erode to a tower.
● A tower is tall, slender and flat on top.
Students follow.

SPIRE & PINNACLE
These are both tall and slender rock forms.
Think of them as stone fingers, pencils, or
screwdrivers. Spires tend to be more pointy
on top.

All TOGETHER NOW - Spire &
Pinnacle
Draw it live.
● These two are much the same - tall, slender, but with a
rounded or pointy top.
● The names change in different parts of the US.
Students follow.

All TOGETHER NOW - Balanced Rocks & Hoodoos
Draw it live.
● When there are two layers of rock with the harder one on top,
the softer bottom layer can erode away on which the hard rock
on top can balance.
● When the two layers are made of similar soft material, erosion
can carve fantasy shapes.
Students follow.

RUBBLE MOUND
When the last stone falls from a
pinnacle, a spire, a hoodoo or any
other stone structure and it stands no
more, you have a rubble mound.
Rubble mounds are also used to
control sea water and waves.

All TOGETHER NOW - Rubble Mound
Draw it live.
● A small rise with loose rocks and boulders of various sizes
around it.
Students follow.

Dr. Amy Miner
Connection to Utah Standards
Visual Arts
Social Studies
Science

What is the value in connecting to USBE
standards for students, teachers, and you?
How do we create deeper, “sticky,” more
engaged learning when students transfer
and apply what they are learning?

VISUAL ARTS GRADE 3 AND 4
Strand: CREATE (3.V.CR.) Students will generate artistic work by conceptualizing,
organizing, and completing their artistic ideas. They will refine original work through
persistence, reflection, and evaluation (Standards 3.V.CR.1–5).
● Standard 3.V.CR.1: Elaborate on an imaginative idea and apply knowledge of
available resources, tools, and technologies to investigate personal ideas through
the art-making process.
● Standard 3.V.CR.2: Create a personally satisfying artwork using a variety of artistic
processes and materials.
● Standard 3.V.CR.4: Individually or collaboratively construct representations,
diagrams, or maps of places that are part of everyday life.
● Standard 3.V.CR.5: Elaborate visual information by adding details in an artwork to
enhance meaning.
Strand: PRESENT (3.V.P.) Students will analyze, interpret, refine, and select artistic work for
presentation. They will convey meaning in the manner in which the art is presented
(Standards 3.V.P.1–3).
● Standard 3.V.P.1: Investigate and discuss possibilities and limitations of spaces,
including electronic, for exhibiting artwork.
● Standard 3.V.P.2: Identify exhibit space and prepare works of art, including artists’
statements, for presentation.
● Standard 3.V.P.3: Identify and explain how and where different cultures record and
illustrate stories and history of life through art.
Strand: CONNECT (3.V.CO.) Students will relate artistic skills, ideas and work with
personal meaning and external context (Standards 3.V.CO.1–2).
● Standard 3.V.CO.1: Develop a work of art based on observations of surroundings.

Strand: PRESENT (3.V.P.) Students will analyze, interpret, refine, and select artistic
work for presentation. They will convey meaning in the manner in which the art is
presented (Standards 3.V.P.1–3).
● Standard 3.V.P.1: Investigate and discuss possibilities and limitations of spaces,
including electronic, for exhibiting artwork.
● Standard 3.V.P.2: Identify exhibit space and prepare works of art, including
artists’ statements, for presentation.
● Standard 3.V.P.3: Identify and explain how and where different cultures record
and illustrate stories and history of life through art.
Additional Possibilities…

SOCIAL STUDIES
Third Grade Strand 2 - Your Community:
Students analyze the communities in which they live, including
geography, relative size and interdependent relationships.
● 3.2.2 Describe how geography (i.e., physical features and
natural resources) has shaped where and how their community
developed, how it sustains itself and how it will sustain itself in
the future.
Fourth Grade Strand 1: Utah’s Unique Geography:
Students will examine Utah’s geography and analyze its historical
and current impacts on residents.
● 4.1.1 Identify Utah, its surrounding states, latitude, longitude,
hemisphere, climate, natural resources, landforms and regions
(for example, Rocky Mountains, Colorado Plateau, Basin and
Ridge Region) using a variety of geographic tools.

Third Grade Strand 2 - Your Community:
● 3.2.1 Locate their community, city or town, state, country and
continent on print and digital maps of the earth, and contrast their
sizes and the relationships in scale.
Fourth Grade Strand 1: Utah’s Unique Geography:
● 4.1.2 Examine maps of Utah’s precipitation, temperature, vegetation,
population and natural resources and make inferences about
relationships between the data sets. Describe how and why humans
have changed the physical environment of Utah to meet their needs
(for example, reservoirs, irrigation, climate, transcontinental railroad).
● 4.1.3 Describe how the physical geography of Utah has both negative
and positive consequences on our health and safety (for example,
inversions, earthquakes, aridity, fire, recreation).
● 4.5.3 Using data and trends, make recommendations for the best
sustainable development of Utah’s resources (for example, forests,
state lands, geology, coal, minerals, oil and gas, state parks, water,
wildlife, School Trustlands).

SCIENCE GRADE 3
Strand 3.1: WEATHER AND CLIMATE PATTERNS
● Standard 3.1.1 Analyze and interpret data to reveal patterns that indicate typical
weather conditions expected during a particular season. Emphasize students gathering
data in a variety of ways and representing data in tables and graphs. Examples of data
could include temperature, precipitation, or wind speed. (ESS2.D)
● Standard 3.1.2 Obtain and communicate information to describe climate patterns in
different regions of the world. Emphasize how climate patterns can be used to predict
typical weather conditions. Examples of climate patterns could be average seasonal
temperature and average seasonal precipitation. (ESS2.D)
● Standard 3.1.3 Design a solution that reduces the effects of a weather-related hazard.
Define the problem, identify criteria and constraints, develop possible solutions, analyze
data from testing solutions, and propose modifications for optimizing a solution. Examples
could include barriers to prevent flooding or wind-resistant roofs.
SCIENCE GRADE 4
Strand 4.1: ORGANISMS FUNCTIONING IN THEIR ENVIRONMENT
● Standard 4.1.3 Analyze and interpret data from fossils to provide evidence of the stability
and change in organisms and environments from long ago. Emphasize using the
structures of fossils to make inferences about ancient organisms.
● Standard 4.1.4 Engage in argument from evidence based on patterns in rock layers and
fossils found in those layers to support an explanation that environments have changed
over time. Emphasize the relationship between fossils and past environments.

ENGLISH LANGUAGE ARTS GRADE 3 and 4
Reading Informational Text
5. Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate
information relevant to a given topic efficiently.
7. Use information gained from illustrations (e.g., maps, photographs) and the words in a
text to demonstrate understanding of the text (e.g., where, when, why, and how key
events occur).
10.By the end of the year, read and comprehend informational texts, including
history/social studies, science, and technical texts, at the high end of the grades 2–3 text
complexity band independently and proficiently. Recognize and begin to read
documents written in cursive

Writing
2. Write informative/explanatory texts to examine a topic and convey ideas and
information clearly.
a. Introduce a topic and group related information together; include illustrations
when useful to aiding comprehension.
b. Develop the topic with facts, definitions, and details.
c. Use linking words and phrases (e.g., also, another, and, more, but) to connect
ideas within categories of information. d. Provide a concluding statement or section.
7. Conduct short research projects that build knowledge through investigation of
different aspects of a topic.
a. Recall information from experiences or gather information from print and digital
sources; take brief notes on sources and sort evidence into provided
categories.

Speaking & Listening
4. Report on a topic or text, tell a story, or recount an experience with appropriate facts
and relevant, descriptive details, speaking clearly at an understandable pace.
5. Create engaging audio recordings of stories or poems that demonstrate fluid reading
at an understandable pace; add visual displays when appropriate to emphasize or
enhance certain facts or details.
6. Speak in complete sentences when appropriate to task and situation in order to
provide requested detail or clarification.

Become familiar with the USBE standards big ideas
and themes. (Handout forthcoming)
Communicate and collaborate with the classroom
teachers you work with on learning objectives,
sequencing, and timing.
Invite classroom teacher to introduce students to
vocabulary, core concepts, and build context.
When we work together and make connections we
create deeper, “sticky,” more engaged learning in
which students transfer and apply what they are
learning!

Landform Vocabulary
A handout compiling the landform vocabulary is in the Google Drive
folder we will share after the webinar!

Connecting it all together - more lines!

Once you’ve drawn your chosen landforms, it’s time to connect them together to
complete the landscape. It would be strange and oh so wrong to leave a big,
gaping nothing in the middle of the landscape, don’t you think?
Here’s how to do it -

Creating a Classic Southern Utah
Landscape Drawing for Painting
1. Start with a simple
HORIZON LINE near
the top of the paper.
1. Draw a distant
plateau. Make it
small so it looks far.
1. If you choose, add a
second distant
landform, in this
drawing, a mesa.

1. Add several other
landform features
1. Draw them larger and
lower on the paper to
make them appear
closer. This is how
you create the mystery
of DEPTH.

We’re now going to connect
the landforms together and
add a CANYON.
1. Start in the distance and
draw a zig-zag line on
the left and another on
the right starting at the
same point.
1. Increase the space
between them as you
go.

When it comes to DEPTH
and LINES, making the
lines THICKER makes
them look CLOSER.
1. Make the lines that
define the canyon’s
edge look closer by
making them look
thicker.

To connect the
landscape, use diagonal,
horizontal, and vertical
lines to fill in the canyon
and connect the flat
lands on top to the
landforms you drew.

Thicken the lines of the
larger landforms to make
them look CLOSER.
Finish off your drawing by
adding any details you
want to - plants, critters,
roads, trails, evidence of
people!
That’s it for session #1

Well, now that
that’s over,
can we talk
about
HOMEWORK?

Home Work
The point of this workshop was to equip you
with a viable and fun means of teaching
your students Lines of Landscape by
following the model I use with my Moab
students.
You probably don’t have Canyonlands NP
in your backyard, we do. You do have your
own community landscape, however, and
the very same ideas apply. You may have
to expand the lesson to include the correct
terms for parts of mountains, plains, salt
flats and others, but that is the fun of it.
Learn about your local landscape!
FOR PART 2, when we apply color (in your
own chosen medium) have at least ONE
basic pencil drawing MADE IN YOUR
HOME AREA.
Apply the lines of landscape.
Make it a family affair!

Lines of Landscape Part 2
Thursday, December 8, 2022
Registration is open now!
(link in chat)
Upcoming…
Featuring
Bruce Hucko, Peggy Harty, & Amy Miner

Plein Air Excursion
Come and join Art Coach! as he leads a group of educators
in an outdoor painting session in his backyard - Canyonlands National Park.
Upcoming…
with Bruce Hucko, Art Coach!
Utah Art Education Association
Friday, March 3, 2023 | Moab, Utah
Registration for this event will occur in conjunction with UAEA’s Spring Conference.
For more information, visit https://www.utaharteducation.org/

January 9 to April 28, 2023
Course for 1 SUU Credit
● Participate in all 4 webinars in the series Explore and Express
the Science Around Us
● May watch the webinar recordings if you miss a live event
● Complete simple online assignments
● To be completed by May 2023
● COST: $23
Registration information for this course
will be sent by email to all webinar participants.

Q & A
Please put your questions in the Q&A area.

Show Us Your
Photos!
Send us photographs of you implementing knowledge gained at this
workshop and be entered to win a $50 Amazon gift card!
Send photos to samanthasteffan@weber.edu by February 8, 2023

Survey
Please complete the survey in order to receive relicensure points.
(link in chat)
When we receive your completed survey, we will email you a certificate of
completion for your relicensure points and a link to the google folder with
information from today’s webinar.

Thank you!
Lines of Landscape
(part 1)

Lines of Landscape: Connecting Art and Geography

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