Self Nature Fusion Art

Final Synthesis Project

Leaf Kapasi
Project: Each student will create a composition composed of parts of nature (example: rocks,
moss, leaves, pinecones) that symbolically portrays a narrative of their life journey. It should
convey a progression of who they were, who they are now, and who they want to be.

This project allows students opportunity to:

Connect with nature in a hands on, tactile experience
Self-reflect on who they are in a unique way
Meditate through the creative process
Consider ideas of impermanence and detachment
Gain appreciation of the beauty in the patterns and forms within nature
Create an artwork that contains deep layers of conceptual meaning as well as aesthetics

"Your own self-realization is the greatest service you can render the world." -Ramana Maharshi

How it relates to the course

Careers- Through self reflection of our life journeys and the paths we are on we are able to
control and choose our direction through this awareness. Thinking about not just what we want
to be, but rather who we want to be in this world embodies the new ideals emphasised in the
Careers Curriculum.

Visual Thinking- Through in depth exploration of the natural materials used, looking at texture,
patterns, colour, and form we are able to transcend the idea of what they are by embedding
them within a new context. They are no longer just objects found in nature, they now represent
symbols, part of the creator's journey, not only within the art piece, but also within the artist's
creative process.

Ecological Teaching- Through the process of gathering the materials we use, we are mindful
of the land in which they exist. We are mindful of the original peoples of this land. We give
thanks to the natural gifts for being apart of our art, being a part of our story. We weave our
identity with our environment, acknowledging the often forgotten connection that exist within
everything and everyone.

English Language Learners- We are all on our paths while being connected by this Earth, by
humanity. Through senses we are similar but diverse through varying worldviews. The act of
experiencing art is universal however it the range of possibilities of perspectives that is endless.
It would be interesting to witness how this project is interpreted differently through ELL. We are
working with ideas that are less concrete and more abstract and symbolic so we must recognize
that this could be a challenge for ELL. Depending on the level each student is at, an adaptation
to this project for ELL could be to research a plant or natural mineral found in the land which
they come from, or from here if they chose. In English they can describe what they like about it
or reasons why they chose it, and perhaps even draw a self portrait while drawing in their
chosen natural component. This could be as a decorative border or any other creative ideas
they may have.
The nature art project idea could be modified for a variety of different intentions, as this one
requires deeper exploration of the self, others could focus more on the relationship of the
materials themselves looking more so at the Elements and Principles of Art and Design. Here
are some images of the ones created by Art 9 students. They werent restricted to any intention,
just to create a composition. Since the project wasnt personal they worked collaboratively in
groups of three.
After Completion Observations

Creative process
1. Self Reflected while experiencing materials to consider what feels right, arrange them as
you go.
2. Arrange nature as you feel it is right, create meaning through the visual piece you have
already created.
3. Self Reflected, made a plan of project, searched for specific materials, arrange them as
planned

How can the way we perceive things create a totally different narrative from the work?

Imagine if you had no idea what the intention was when experiencing this art.

How it relates to other subjects

English- With this project we are incorporating story and narrative. An artist statement, either
written or orally spoken is essential in the sharing process of the artwork. Being able to describe
intention allows the viewer to experience and understand a deeper layer that they might not
have recognized.

Socials- Wherever the project is carried out, we should ensure there is recognition of the
indigenous peoples of the land. We could incorporate the history of the relationship between
humans and nature and the intent of this project to bring them back together.

Math- Within nature's design we can break down the components of the structure and patterns
into geometric shapes that can be calculated into mathematical equations and algorithms.

Science- Biology allows us to further understand the names and relationships the plants and
natural components have with one another living harmoniously within the ecosystem.

Adjustments
Ideally this project would be entirely completed in a forest or other nature places. Depending on
the level of cognitive development we will need to scaffold appropriately. If they are a higher
level start by giving solo time to ponder their lives and then allowing them to explore and
experience the forest as they wish. Inspired by Bruno's lesson with the shoes, use examples of
nature objects and list the symbolism you could create based on contexts such as form and
structure, function, history, environment etc.
My work

I have created some examples of my life journey in a variety of formats. (They are created in
little boxes as samples, ideally they would create right on the forest floor.) Through this process
I realized that the journeys I convey are quite related to the evolution of my mind and spirit. This
is something that might not be a focus for others however through this project, looking back at
specific moments in our life that have had great impact we are able to bring awareness to the
thought patterns, transcend it, and see it for what it is. Then gratitude and acceptance can flow.

Tryptic

This piece is structured as a tryptic narrative, the first being who I was, the second
being who I am, and the third being who I wish to become. This piece heavily focuses
on the symbolism created through form and texture. The jagged edges of the pinecone
portray my standoffish personality and my uncomfortable being. The many succulents,
each one blossoming into colourful bursts, represents the multitude of experiences and
connections, each a beautiful blessing, providing me with strength as I continue to grow.
The third part holds soft airy white flowers, magic stardust, pure light, pure love.

Unalome

For this piece I chose to resemble the unalome symbol as my

narrative which represents the path to enlightenment. The
spiralling start is the struggle of the environment I was born
into, one that I could not control. I chose a rose shaped
pinecone. The beauty of the rose expresses promise, hope,
and new beginnings, however the sharp jagged edges
express my discomfort and hostility through my youth and
adolescence. The tall grass extending outward from the spiral
represents expanding my horizons and physically moving to a
new place. This is followed by two leaves which represents
the rapid expansion of my mind, with them holding two
flowers, one being Love and the other being Awareness, the
two components that will help heal humanity. As the path
continues each section of the fern is a new experience to
learn and grow from. The rocks in each corner holds space for
the journey, providing grounding to balance its fluidity.
Square Mandala

For this piece I created a mandala so the narrative is no longer linear. Mandala is
Sanskrit for circle, it can be a spiritual symbol representing the universe. The frame of
pine needles expresses the dynamic of chaos and order that surrounds our exterior
world, within nature and within the systems humanity has created, as well as within my
interior world. The pine cones around the sides are the walls that I have up to protect
myself.The smaller rosebud shaped pinecones are cushioned by soft green moss,
which represents self care, love, and healing. The ones in the corners point inward
expressing self reflection. The dried leaves and ferns are experiences old and new
providing me with growth and expansion. The leaf stems that form a cross, intersecting
of two planes, a point of connection, with my higher self. At that point, the center, a rock
that contains a piece of quartz crystal. In the metaphysical world, Clear Quartz crystals
are the supreme gift of Mother Earth. Even the smallest is imbued with the properties of
a master healer teacher. Ancients believed these stones to be alive, taking a breath
once every hundred years or so, and many cultures thought them to be incarnations of
the Divine.
How it relates to the Core Competencies

Communication-
Communicating a message visually through art and

Creative Thinking-
Profile 5
I can develop a body of creative work over time in an area of interest or passion.
I can get new ideas and develop them to form a body of work over time or to have an impact in
my community or beyond. I have
interests and passions that I pursue over time. I am willing to take significant risks in my
thinking. I can persevere over years if
necessary to develop my ideas. I expect ambiguity, failure and setbacks, and use them to
advance my thinking

Critical Thinking-
Profile 6
I can examine evidence from various perspectives to analyze and make well-supported
judgments and interpretations about
complex issues.
I can determine my own framework and criteria for tasks that involve critical thinking. I can
compile evidence and draw reasoned
conclusions. I can consider views that do not fit with my beliefs. I am open-minded and patient,
taking the time to explore,
discover, and understand. I can make choices that will help me create my intended impact on
an audience or situation. I can
place my work and that of others in a broader context. I can connect the results of my inquiries
and analyses to action

Positive Personal and Cultural Identity-

Profile 5
I can identify how my life experiences have contributed to who I am; I recognize the continuous
and evolving nature of my identity.
I understand that my learning is continuous and my concept of self and identity will continue to
evolve. I can describe how aspects of
my life experiences, family history, background, and where I live (or have lived) have influenced
my values and choices. I can identify
how my strengths can help me meet challenges, and I understand that I will continue to develop
new skills, abilities, and strengths.
I can identify how my challenges can be opportunities for growth. I can identify my potential as a
leader in the communities I belong to
Personal Awareness and Responsibility-
Profile 5
I can identify my strengths and limits, find internal motivation, and act on opportunities for
self-growth. I take responsibility
for making ethical decisions.
I can take ownership of my goals, learning, and behaviour; I act on what is best, over time, in
terms of my goals and aspirations.
I recognize the implications of my choices and consult with others who may be affected by my
decisions. I sustain a healthy and
balanced lifestyle. I am aware of my personal journey and reflect on my experiences as a way of
enhancing my well-being and
dealing with challenges. I can advocate for myself in stressful situations. I take the initiative to
inform myself about controversial
issues and take ethical positions

Social Responsibility-
Profile 5
I can initiate positive, sustainable change for others and the environment.
I can analyze complex social or environmental issues from multiple perspectives. I can take
thoughtful actions to influence
positive, sustainable change. I can clarify problems or issues, generate multiple strategies,
weigh consequences, compromise
to meet the needs of others, and evaluate actions. I take action to support diversity and defend
human rights, and can identify
how diversity is beneficial for my community, including online. I build and sustain positive
relationships with diverse people,
including people from different generations. I show empathy for others and adjust my behaviour
to accommodate their needs