Utah Biomes & Art, Slides of Art

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Nora Eccles Harrison Museum of Art

at Utah State University presents:

Utah Biomes & Art

What is a Biome?

A biome is a large geographical area characterized by the

similarity in the plants and animals that live there.

There is an interaction within biomes between the plants,

animals, climate, soil type, and geography found there.

Utah has four biomes : wetlands, forests, alpine, and

deserts. Some areas of Utah boast more than one biome

in the same geographic area.

For example: In Cache County Utah, where NEHMA is

located, you can find wetlands, forests and alpine biomes.

5 th^ Graders: Find special suggestions and tasks for you in

the green boxes throughout the presentation.

Wetlands The wetland biome of Utah is found in areas where water covers the soil for most of the year. Ø Wetlands help filter water and serve as a reservoir for water. Ø Plants that live in a wetland have special adaptations. Many tall grasses live in wetlands. Ø Plants have spongy leaves that float atop the water in a wetland. Ø Trees are generally not found in wetlands in Utah because the ground is too saturated with water to support their weight and height. Less than 1% of Utah is a wetland and about 75% of Utah's wetlands are located near the Great Salt Lake. 5 th^ Grade: How do wetlands filter water? Why are wetlands so important for other waterways? Do some research and draw a layer map or diagram showing how wetlands support other environments.

What elements of Utah’s

wetlands do you see in these

pieces of art from NEHMA’s

collection?

What colors do you see that

remind you of wetlands?

Have you ever been to Utah’s

wetlands? What do you remember

of your visit?

In one quadrant of your folded

paper, use your art supplies to

create your own art inspired by

wetlands and NEHMA’s art.

What will you include? Try adding

birds, fish, insects and other

wetland wildlife to you art!

Wetlands Art Carl Morris, Untitled, c. Monotype, 11 x 14 in. Gift of the Marie Eccles Caine Foundation Elaine Coleman, Bottle date unknown Porcelain 10.75 x 9.5 x 9.5 in. Gift of Nora Eccles Treadwell Foundation

Alpine Art Kyo Koike, Between the Trees, 1931 Bromide print, 13.75 x 9.75 in. Gift of Kathryn C. Wanlass Foundation Birger Sandzen, Bear Lake, 1930 Oil painting, 13.5 x 27.5 in. Museum Permanent Collection J. Richard Sorby, Untitled, 1952 Watercolor on paper, 14 x 20 in. Museum Permanent Collection How do these pieces of art represent Utah’s alpine biomes? What kinds of trees and plants do you see? How would you describe these artworks to someone who couldn’t see them? If you were visiting one of these alpine habitats right now, what do you think you would see? What might you smell? What could you hear? In another quadrant of your paper, create an alpine biome inspired by the alpine art in NEHMA’s collection!

5 th^ Grade: Do some research about rocks and rock formations in Utah’s deserts. How were they formed? Draw or paint your favorite Utah rock formation Desert The biome with the largest area in Utah is the desert. It is found predominantly in the southern and western regions of the state. Ø Deserts have dry rock , and sandy soil that cannot hold much water. Ø Days are hot and nights tend to be cold. Ø There isn’t much rain or snow in a desert and plants and animals must adapt to survive on very little water. Ø Some desert plants are succulents and store water in their stems or leaves. Approximately 33% of Utah is true desert. The biggest deserts are in Southern Utah and the Great Basin.

5 th^ Grade: What are some features of trees found in forests? Find a forest tree outside or online and make a detailed drawing, labeling its features Forest The forest biome accounts for about 25% of Utah. Generally, forest areas have all four seasons and extremes of both hot and cold temperatures. Ø There is enough rain to support abundant plant life. Ø The soil is nutrient rich due to the high plant and animal life in the area. Ø Dense vegetation is found with many trees, shrubs, and low-lying plants that fill the area. Ø Trees are both deciduous and coniferous and have bark to protect against cold winters. Forests in Utah are most often found in along mountain ranges and in high mountain valleys.

Forest Art Glen Wessels, Dead Pine, 1954 Watercolor on paper, 20 x 15 in. Gift of Paule Anglim Ansel Adams, Winter Storm, 1959 Gelatin silver print, 9 x 6 in. Museum Permanent Collection Mabel Pearl Frazer, Untitled date, unknown Graphite and watercolor on paper, 15 x 22.5 in. Gift of Mark Peterson What kinds of trees and plants do you see in these artworks of Utah’s forests? What kind of animals do you think live in these habitats? Can you see any animals in the art? Using the last part of your paper, create your own forest art. How are these forest artworks different than the art from the other biomes? How are they the same?

Thanks for

joining us!

Check out more

amazing art from

NEHMA’s collection

online at:

collection.artmuseum.usu.edu

Common Core

Science 3 rd^ – Standard 2 : Students will understand that organisms depend on living and nonliving things within their environment. Objective 1: Classify living and nonliving things in an environment. Objective 2 : Describe the interactions between living and nonliving things in a small environment. 4 th^ - Standard 5 : Students will understand the physical characteristics of Utah's wetlands, forests, and deserts and identify common organisms for each environment Objective 1 : Describe the physical characteristics of Utah's wetlands, forests, and deserts. Objective 2: Describe the common plants and animals found in Utah environments and how these organisms have adapted to the environment in which they live. 5 th^ - Standard 5 : Students will understand that traits are passed from the parent organisms to their offspring, and that sometimes the offspring may possess variations of these traits that may help or hinder survival in a given environment. Objective 1: Using supporting evidence, show that traits are transferred from a parent organism to its offspring. Objective 2: Describe how some characteristics could give a species a survival advantage in a particular environment Fine Arts 3 rd^ - 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.R.1: Speculate about processes an artist uses to create a work of art, and determine messages communicated by an image. Standard 3.V.CO.1: Develop a work of art based on observations of surroundings. 4 th^ - Standard 4.V.CR.2: Collaboratively set goals and create an artwork that is meaningful and shows the intent of the makers. Standard 4.V.R.2: Analyze components in visual imagery that convey messages. Standard 4.V.R.4: Apply one set of criteria to evaluate more than one work of art. Standard 4.V.CO.2: Through observation, relate artistic ideas and works with societal, cultural, and historical context to deepen understanding by inferring information about time, place, and culture in which a work of art was created. 5 th^ - Standard 5.V.C.1: Combine ideas to generate an innovative idea for art-making, and identify and demonstrate diverse methods of artistic investigation to show an approach for beginning a work of art. Standard 5.V.C.2: Experiment with and develop skills in multiple art-making techniques and approaches through practice demonstrating quality craftsmanship. Standard 5.V.R.1: Compare one’s own interpretation of a work of art with the interpretation of others, and identify and analyze cultural associations suggested by visual imagery. Standard 5.V.R.2: Interpret art through analyzing characteristics of form and structure, contextual information, subject matter, visu7al elements, and use of media to identify ideas and mood conveyed. Social Studies 3 rd^ - Standard 1: Students will understand how geography influences community location and development. Objective 2 : Describe how various communities have adapted to existing environments and how other communities have modified the environment. Describe the major world ecosystems (i.e. desert, plain, tropic, tundra, grassland, mountain, forest, wetland). Identify important natural resources of world ecosystems. 4 th^ - Standard 1 : Students will understand the relationship between the physical geography in Utah and human life. Objective 1 : Classify major physical geographic attributes of Utah.