Junk Art

At the beginning of the year we had a school wide project that focused on the concept of sustainability. For 6th grade I came up with this junk art lesson. This lesson could easily be adapted for elementary, all middle schools grades or high school by adding or taking away from the lesson. This lesson will take typically ten days (based on 45 minute classes, 5 days a week) but time may be adjusted to meet the needs of the students.

Projects were in the form of relief sculptures – assembled by cutting strips of cardboard and bases and assembling them as a class. See pictures for references. The finished boxes were 5×5 inches with 1 inch walls.

Materials: I collected various materials over the summer and I also had students bring in materials to share and use for the project over the course of a few days.

• Cardboard
• Xacto knife or sharp scissors
• Cutting mats
• Glue (hot glue, elmer’s, stick glue)
• Pencils, markers, crayons
• Paper/Magazines/Newspapers
• Bottles/Cans/Tins
• Fabric
• Paint (acrylic or tempera)
• Lids or caps, small containers
• Stickers, beads, etc.
• Any other ‘found’ or ‘junk’ material

Definition of Sustainability (in the context of 3D Art):

The ability of a material to be used and reused continuously in the form of art over a significant period of time of which is produced for the wider impact of the world and its reception in relation to its environment.

Day One Introduction:

Objective: Students will explore the concept of ‘one man’s trash is another man’s treasure’ by choosing recyclable objects to be a treasure and a trash.

Essential Questions: Is one man’s trash another man’s treasure? In what ways can we reuse objects we’d normally throw away to create something else?

Enduring Understanding: I am teaching the concept of one man’s trash is another man’s treasure so that kids come to understand that recycled objects can be used to create art.

** Have random “junk” objects on each table when the students walk into the classroom.**

• “One man’s trash is another man’s treasure” (Identity)
  • To introduce myself to the students I will choose one object that I consider a “treasure” and another that I consider “trash.” Explain to class why I chose these particular objects.
  • Instruct students to look through the objects on each table and to choose for themselves one treasure and one trash. Students will write a written reflection on why they chose each object. Have them include the following:
    • How choosing these particular objects relates to them as a person and who they are.
    • Taking a second look at each object what could you possibly do with them besides throw them away or recycle them?
    • While they are choosing their objects share the following quote and have them write down what they think it means.
      • “Eliminate the concept of waste — not reduce, minimize, or avoid waste…. but eliminate the very concept: by design.” – William McDonough & Michael Braungart (quote will also be posted in the classroom)
  • After students are finished writing their reflections have a class discussion about the activity.
    • Ask for volunteers to share their reflections with the class.
• Have a discussion with the class about what kinds of recyclable objects they save and reuse for something else.
• Talk briefly about the importance of recycling and how many everyday items contain recycled materials. Ask if anyone has an example, show personal example: chap stick tube
• Homework: Instruct students to bring in as many recyclable objects as they can over the next two days. Give them examples: milk cartons, plastic, cans, cardboard boxes, paper towel rolls, etc.

Day Two:

Objective: Students will explore various contemporary arts, including “junk art.” Students will compare and contrast various works of art and learn some of the basic art language. Students will discuss sustainability in relation to art and other subjects.

Essential Questions: Is “junk art” a sustainable form of art? Why or why not?

Enduring Understanding: I am teaching critical thinking in art so that kids come to understand that they can choose for themselves whether they believe something to be art or not.

• Introduce various works of art (including junk art, Heidelberg project* etc.)
  • What do you see?
  • Is this art? Why or why not?
  • What makes something art?
  • What is sustainability? Is this a form of sustainable art? What makes something sustainable?
• Introduce sustainability project (handout/checklist)
• Remind students that they will need to bring in recyclable objects to use for their project tomorrow

Resources: The Heidelberg Project Videos

Day Three:

Objective: Students will plan, design and develop a concept and physically execute it in the form of 3D art.

Essential Questions: How does an artist come up with an idea? Where does an artist get inspiration from? How does an artist go from idea to the actual piece of art?

Enduring Understanding: I am teaching how artists come up with ideas so that kids come to understand the process of concept (paper) to production (physical artwork).

Anticipatory Set: Have assignment written on the blackboard: In your sketchbook write down three ways you use to come up with new ideas. Now write down three things that inspire you. (5-7 minutes)

• After students are finished ask for some volunteers to share how they come up with new ideas.
• Prompt the students with questions:
  • How do you think artists come up with new ideas?
  • What kinds of things do you think usually inspire artists?
  • How does this relate to what you wrote down in your sketchbook?
  • After an artist comes up with an idea what do you think they do next?
• Review project hand out with students and remind them that they will be using the functional objects they brought in and changing their function in some way to create something new.
• Thinking Process: How artists organize their concepts (hand out check list)
  • Generate a concept by brainstorming or researching (students may do this however it works best for them: bullet list, sketching, idea web, etc.)
  • 3-5 thumbnails
    • You have an idea so how are you going to execute it?
    • Look at the concept from all possible angles, which fits best?
    • Which ones work? Which ones don’t? (Working out the details)
  • Evaluate your materials – what do you have that will work? What do you need?
  • Revising and polishing – come up with a final, more detailed sketch of what you want to do and how you will do it. Be sure to include your materials and where they will go.
  • From concept (paper) to production (creating actual artwork)
    • Is there something you thought would work but it didn’t?
    • It’s okay to change or rearrange – it’s all a part of the thinking process of an artist
  • Evaluating finished product – do you need to rework it? How has it changed from your original design and/or concept?
• Give students time to go through the thinking process (check sheet) and work out their ideas. Circulate room and assist students as needed.
• Closure: Remind students to bring in any extra objects they may want to use for their project and make a list of materials needed in their sketchbooks.

Day Four:

Objective: Students will finish the planning process and begin creating their project.

Essential Questions: How is creating art out of junk sustainable? Is this process always desirable? When is it/isn’t it?

Enduring Understanding: I am teaching how to create “junk art” so that kids come to understand there are many different uses for materials we’d normally throw away.

• Work Day

Day Five:

Objective: Students will create artwork out of recyclable materials and/or junk. Students will also learn the process of artist critiques and go through one with those at their table.

Essential Questions: How can you use critiques as a form of feedback in other subjects besides art?

Enduring Understanding: I am teaching artist critiques so that kids come to understand that artists use them as a form of feedback and a tool for growth and improvement.

• Work Day
• Critique (unfinished)
  • Explain that artists use critiques as a form of feedback from other artists.
  • Have each table work as a group; students will take turns telling the other students in their group about their project. Have students share:
    • One thing that is going really well.
    • One thing they would like their classmates to give them a suggestion with.
• Independent Work
  • After the midpoint critique allow students to being working on their projects
  • Circulate and assist students as needed
• Closure: Raise your hand if you felt like the critique was helpful. Ask for a few volunteers to share why critiques are important for artists to participate in.

Day Six:

Objective: Students will create artwork out of recyclable materials and/or junk.

Essential Questions: How can creating junk art be beneficial to our environment and world?

Enduring Understanding: I am teaching how to create “junk art” so that kids come to understand that it is a sustainable form of art produced with the consideration of the world and our relationship to our environment.

• Work Day

Day Seven:

Objective: Students will create artwork out of recyclable materials and/or junk.

Essential Questions: How can creating junk art be beneficial to our environment and world?

Enduring Understanding: I am teaching how to create “junk art” so that kids come to understand that it is a sustainable form of art produced with the consideration of the world and our relationship to our environment.

• Work Day

Day Eight:

Objective: Students will finish their projects and reflect by filling out a self grade sheet and completing a written reflection.

Essential Questions: How can creating junk art be beneficial to us as individuals and as a part of the community? Is this always a desirable goal?

Enduring Understanding: I am teaching that junk art is sustainable so that kids come to understand that as a goal it is an idea of a world where people care for and nurture the environment and each other.

• Final Work Day – Students may use this day to finish up their projects in class, along with self-grading sheet and written reflection.
  • Anything not finished in class will be homework.
• Written Reflection

Day Nine & Day Ten

• Finish up with a critique and assessment on the project and the concept of sustainability.