Trash to Treasure: Junk is Fun!
Author: Linda Nowak
School District: Massena Central
Intended Audience:
Content Area: Art
Course Title: 5th Grade Art
Grade Level: 5th
Technology Integration:
Technology Hardware: Computer, LCD projector, Digital Camera
Technology Software: Powerpoint, Photo Editing Software
Internet Resources: Incredible Art Department
Artcyclopedia
ArtLex
Google
arts.ufl.edu/ART
The Imagination Factory’s TrashMatcher
KinderArt
recreate.org
generationgreen.com
artgrange.com
emsc.nysed.gov
nrc-recycle.org
trashforteaching.org
Other Content Areas for STEM Integration:
Content Area: Science, Math, ELA, Social Studies, Technology
Problem Statement:
This should be posed as a problem that students will be addressing. This will be the focus of the learning experience.
How can we turn things that are usually thrown away into a work of art that we will want to display in public and take home to keep?
Essential Question:
This is one focus question that promotes inquiry based learning and allows for multiple solutions and processes.
What can I create from objects that might usually be thrown in the trash that will stand alone, can be viewed in the round, and is at least 6″ but no more than 24″ in any direction?
Learning Objectives:
By the end of this learning experience students will be able to:
Sort objects into categories according to the elements of art they best illustrate (line, shape, form, value, texture, color, space).
Select and combine objects to build a three-dimensional sculpture that is a least 6″ but no more than 24″ in any direction.
Permanently connect selected objects in a way that will stand alone and demonstrate the principles of design.
Display completed artwork, including a museum card with the artist’s name, title of the work, media, date and size.
Necessary Resources:
List all materials that the teacher or students need to complete this learning experience.
Textbook(s), Workbook(s): N/A
Reference Book(s): N/A
Handout(s): Recipe for an Art Composition, Think Like an Artist, Rubric for Grade 5/6 Art
Other: Reproductions of images by Picasso, Rauschenburg, Cornell and other artists working with found objects. Teacher created Powerpoint containing resources for introducing found object art.
Steps for Implementing Learning Experience:
List the actions that take place during this learning experience.
1. Students collect and bring clean “found objects” to the art room.
2. Students review elements of design and practice labeling found objects as elements.
3. Students sort “found objects” according to the element (line, shape, space, value, color, space, texture) by placing objects in appropriate box.
4. Students select at least 3 objects, each one from a different element box to begin sculpture.
5. Students arrange and begin attaching selected objects, checking for a minimum 6″ and max 24″ in any direction. Save selected objects in a bag labelled with name for next class.
6. Students review the Principles of Design and practice identifying in images of completed sculpture.
7. Students add or subtract objects as needed to build pleasing sculpture according to the principles of design.
8. Students permanenty attach objects using a variety of tools and materials.
9. Students check work with critique.
10. Students revise and add finishing touches.
11. Students write museum card according to the given format.
12. Students display work in public location along with museum card.
Instructional Modifications:
List all modifications to the classroom setting as well as those used to enhance learning for all students.
Addition of sorting boxes. Station for tools and materials to attach objects securely. Flexible time: some will finish before others. Additional time can be offered if needed during art club.
Time used for Planning:
Time spent without students to prepare.
6 hours +
Time for Implementation & Assessment:
List each day that the learning experience occurs along with the timeframe of the day in minutes.
Ongoing prior to art class step 1. Introduced in Math Class.
Day 1(40 minutes): Step 2 -5
Day 2(40 minutes): Step 5-8
Day 3(40 minutes): Step 8-12
In classroom with ELA/Social and during Art Club: Photography and follow- up writing assignment for display on Website.
Art Club: 5 sessions for 30 minutes each over a six week period.
Assessment Tools:
List all forms of assessment for the learning experience.
Formal:
Rubric for Grades 5-6 used for all art lessons.
Informal: On-going teacher observation. Critique by classmates, display in public space (Eneryg Fair, April 2009), follow up paragraph written in ELA, web display.
Reflection:
Share the pros and cons of the learning experience. State any modifications that you would make next time this lesson is implemented.
This lesson clearly addressed the specific learning standard listed above. Every aspect of the Key Idea was incorporated in this activity. This lesson allowed students more freedom of choice than any prior art lesson in my classroom. It also required more responsibility. Students had to find their own supplies and make all the decisions about what to make and how to make it. They absolutely LOVED this project. They were able to handle a large quantity of materials and most classes sucessfully cleaned up the room in a timely manner. One of my favorite quotes, found while preparing my Powerpoint was, “Not everything can be Art, but everything can be an Art Supply.” The students and I discovered there is no one correct answer when categorizing objects as a line, shape or texture. Each object could fit into several categories, either depending on how you looked at it or how it could be used in the project.
Gender appeared to effect the way students approached the project. Boys were especially enthusiastic and could hardly contain their excitement. They immediately began building things. For some, this meant starting over each class session. Girls tended to spend more time looking for just the right object to create an idea they could visualize. They then stuck with the initial project and saw it through to the end.
I was surprised to observe students hoarding “trash”. When selecting objects the first day, many were so excited they just filled their bags with interesting objects. At completion, many of these were still in bags and had been unavailable for others during the project. Another odd occurrence was finding our “found objects” in the trash after clean up time. Usable objects should have been returned to the collection boxes, but in the hurry of clean up time were sometimes thrown away.
Other positives are: Requires only glue from art budget–everything else is free. Uses up art trash–empty watercolor cups, bits of crayon, empty paint bottles, dried markers. A good review of all the elements for design, students experience that there is no one correct answer. Hands on review of principles of design, especially unity and balance. Students can immediately see if trash becomes treasure, a new object that stands alone without explanation. Con: Messy and space consuming. wish we had more time. Need to use hot glue which requires constant teacher supervision.
Student Work:
Attach one sample of student work that demonstrates a mastery, average, or below average level.
