Trash to Treasure: 8th Grade
Bringing Awareness to Pollution in the Chesapeake Bay Watershed
Unit Mission: Support the Back River Restoration Committee to bring awareness to the litter problems facing the entire Chesapeake Bay, by using recyclables as art media.
Key Concepts: Students will know
· Artist’s are inspired by the environment
· Pollution is a local and global issue
· About the Chesapeake Bay Watershed and surrounding Tributaries
· Recyclables can be used as an art medium
· Art can be made for yourself or with the intent to sell to others
Skills Learned: Students will be able to
· Cut and shape plastic bottles, cans, or other recyclables into sculptural shapes
· Use acrylic paint to embellish sculptures
· Reduce their plastic footprint by keeping and reusing “trash” as art
· Describe historical or scientific fact about a local animal being affected by pollution
Artists:
Jim Pollock
David & Robin Edgar
Harmony Ritchie
Michael Diego Byrnes
Miwa Koizumi
Brian Jungen
Soledad Salamé
Standards:
1.1 Working from observation: Compose and render 3-dimensional form that shows qualities of surface texture, spatial relationships, and proportion.
2.1 Historical, Cultural & Social Contexts: Explore themes about human experiences, values of society, and customs
Key Concepts: Students will know
· Artist’s are inspired by the environment
· Pollution is a local and global issue
· About the Chesapeake Bay Watershed and surrounding Tributaries
· Recyclables can be used as an art medium
· Art can be made for yourself or with the intent to sell to others
Skills Learned: Students will be able to
· Cut and shape plastic bottles, cans, or other recyclables into sculptural shapes
· Use acrylic paint to embellish sculptures
· Reduce their plastic footprint by keeping and reusing “trash” as art
· Describe historical or scientific fact about a local animal being affected by pollution
Artists:
Jim Pollock
David & Robin Edgar
Harmony Ritchie
Michael Diego Byrnes
Miwa Koizumi
Brian Jungen
Soledad Salamé
Standards:
1.1 Working from observation: Compose and render 3-dimensional form that shows qualities of surface texture, spatial relationships, and proportion.
2.1 Historical, Cultural & Social Contexts: Explore themes about human experiences, values of society, and customs
Sequence
Motivation - Introduce Back River Restoration Committee and its goals. Work in groups to make a graphic organizer web that describes at how artists have used recyclables as art and analyze design behind them.
Flower Practice Sculptures - Use recyclables to practice making marketable sculptures for the Back River Fundraiser. Turn plastic bottles and cans into beautiful works of art such as flowers.
Wildlife Art - Look at how recyclables have been turned into animals. Learn how structures can be modified, sculpted and re-attached in new ways to make water creatures. Each student will research an animal that currently lives in the watershed, that is being affected by the pollution, and then create an artful replica of it using recyclables.
Elegant Problem: Artistically replicate a wildlife animal that currently lives in the Chesapeake Bay by using recycled materials to make a statement about pollution in our waterways.
Flower Practice Sculptures - Use recyclables to practice making marketable sculptures for the Back River Fundraiser. Turn plastic bottles and cans into beautiful works of art such as flowers.
Wildlife Art - Look at how recyclables have been turned into animals. Learn how structures can be modified, sculpted and re-attached in new ways to make water creatures. Each student will research an animal that currently lives in the watershed, that is being affected by the pollution, and then create an artful replica of it using recyclables.
Elegant Problem: Artistically replicate a wildlife animal that currently lives in the Chesapeake Bay by using recycled materials to make a statement about pollution in our waterways.
Wildlife Artwork Criteria
Assess the artwork according to the scale:
4 – consistently 3 – usually
2 – sometimes 1 – rarely
I have demonstrated good craftsmanship because there is evidence of sturdy and stable construction.
I have used the Principles of Design when transforming & combining recyclables into an attractive art piece.
Explain 2-3 examples of how you did this:
______________________________________
______________________________________
______________________________________
I have used a t least 2 of the techniques to layer and attach my piece together.
I was successful in visually communicating a realistic creature. (I have done this by - adding details that represent the colors, body features, other characteristics, etc.)
Explain 2-3 examples of how you did this:
______________________________________
______________________________________
______________________________________
I have included my name on my artwork and attached any parts necessary for installation and display.
On a scale of 1 – 5, How much do you believe you have transformed the materials into something new?
Total points
/20
4 – consistently 3 – usually
2 – sometimes 1 – rarely
I have demonstrated good craftsmanship because there is evidence of sturdy and stable construction.
I have used the Principles of Design when transforming & combining recyclables into an attractive art piece.
Explain 2-3 examples of how you did this:
______________________________________
______________________________________
______________________________________
I have used a t least 2 of the techniques to layer and attach my piece together.
I was successful in visually communicating a realistic creature. (I have done this by - adding details that represent the colors, body features, other characteristics, etc.)
Explain 2-3 examples of how you did this:
______________________________________
______________________________________
______________________________________
I have included my name on my artwork and attached any parts necessary for installation and display.
On a scale of 1 – 5, How much do you believe you have transformed the materials into something new?
Total points
/20
Wildlife Statement Criteria
Assess the artwork according to the scale:
4 – consistently 3 – usually
2 – sometimes 1 – rarely
I have chosen an animal that currently lives in the Chesapeake Bay Watershed.
There is historical or scientific fact that included in my statement that educates the public about something rare or interesting about my creature..
I have described why I chose to make the artwork in a way that honors my creature.
All spelling and grammar has been proofread and is free of errors.
I have included a title for my statement and my signature at the end of my statement.
Total points
/20
* After you complete your first draft, conduct a PQP (Praise, Question, Polish) review as the first step in proofreading.
4 – consistently 3 – usually
2 – sometimes 1 – rarely
I have chosen an animal that currently lives in the Chesapeake Bay Watershed.
There is historical or scientific fact that included in my statement that educates the public about something rare or interesting about my creature..
I have described why I chose to make the artwork in a way that honors my creature.
All spelling and grammar has been proofread and is free of errors.
I have included a title for my statement and my signature at the end of my statement.
Total points
/20
* After you complete your first draft, conduct a PQP (Praise, Question, Polish) review as the first step in proofreading.
Flower Practice Sculptures
Art Problem: Use recyclables to practice making marketable sculptures for the Back River Fundraiser.
Guiding Questions:
How could you display this?
When could it be used?
Who would buy it?
Where could you put it?
What could be added?
Materials:
· Plastic bottles and cans recycled from school lunch (Clean w/ bleach)
· Scissors, Wire cutters, awls, hammers for cutting and puncturing
· Hot glue gun, pipe cleaners, & wire for attaching parts
· Acrylic paint, paint brushed, water containers, recycled magazines for palettes
· Sharpies and tape for labeling names
Key words:
Recyclables, Marketable, Pollution, Restoration, Awareness
Assessment:
Did you observe students genuinely experiment with materials?
Did students place in progress sculptures onto the window ledge to dry OR submit complete ones into the Turn In box?
Did students adequately follow classroom guidelines and clean up their area?
Guiding Questions:
How could you display this?
When could it be used?
Who would buy it?
Where could you put it?
What could be added?
Materials:
· Plastic bottles and cans recycled from school lunch (Clean w/ bleach)
· Scissors, Wire cutters, awls, hammers for cutting and puncturing
· Hot glue gun, pipe cleaners, & wire for attaching parts
· Acrylic paint, paint brushed, water containers, recycled magazines for palettes
· Sharpies and tape for labeling names
Key words:
Recyclables, Marketable, Pollution, Restoration, Awareness
Assessment:
Did you observe students genuinely experiment with materials?
Did students place in progress sculptures onto the window ledge to dry OR submit complete ones into the Turn In box?
Did students adequately follow classroom guidelines and clean up their area?
