Garbage as Art Unit Plan

Art Level 2 and Grade 4 Science

Emma Kerschbaum
Summer 2015
ART Value and Drawing: Stage 1 Desired Results
TRANSFER GOAL

Established
Goals

Students will be able to use and appreciate the use of manmade waste to create art. Students will
Students will: aalso add complexity to their appreciation of art.
-

Create a
mobile
sculptur
e
Learn
the
differenc
e
between
manmad
e and
natural
waste
Use art
as a
means
of
recyclin
g

MEANING
Enduring Understandings:

Essential Questions:

Students will understand that

Students will keep considering

U1 There exists both natural and

manmade wastes in the world.

Q 1 How does their personal

waste affects the environment?

U2 Context can give meaning to art

Q2 How can they reuse their

waste in art?

U3 feelings, meanings and beliefs can

be represented visually
U4 Art can be appreciated for more
than personal reasons, societal as well.

Q3 What cues are there to

understanding a painting?

ACQUISITION OF KNOWLEDGE & SKILLS

Students will know

Students will be skilled at

The difference between manmade and

natural waste
That arts meaning can come from
context

Learn
that
context
can give
meaning
STAGE 2 Evidence
Evaluative
Criteria
Performance is judged in
terms of

- Critique

-Exit slips
-Observations
-Final project
-Critique

using contextual tools to pick out

meaning

creating meaning through

appreciation
appreciating waste as a medium

Assessment Evidence
Students will need to show their learning by:
Showcasing their paintings in a final critique and
explain the elements involved.
Transfer Task:
As a result of this unit students move from a simple understanding of
art as something to look at to a complex view where art has meaning.
The ability to utilize waste in art
Presentation options:
Orally. Hands on art activities

Summary
This integrative unit combines curriculum from the grade four science and level two art
curriculums. The particular science unit is Garbage in Our World which causes students
to examine the creation of natural and manmade wastes and their disposal. This unit also
introduces the idea of reduce, reuse recycle. What better way to recycle the waste
products than by upcycling them into art. The art curriculum allows for the creative
expression of students as they explore different methods and mediums. This particular
medium of trash lends itself quite well to the concept of sculpture and with the upcycling
of the trash into something decorative we see how old can become new. Students will be
making three-dimensional assemblages in the form of mobiles created with their own
personal trash that shall be accumulated over a couple weeks. They will also incorporate
wire use into their piece if needed for structural soundness. This unit works to create an
appreciation for alternative ideas of art and an understanding that art can serve societal
needs. Students will examine three contemporary artists who have incorporated garbage
into their work. This opens up the idea of activism and the idea that students can do
something. The wrap up involves a presentation of the piece by the students in an event
involving, families, other classrooms, and the local paper. In following with the nature of

this unit this would be a great Earth day school activity, where each classroom
participates.

Rationale
The main focus of teaching this idea of reducing waste is for the ultimate goal of
preserving resources and the environment. By creating an awareness for the environment
in students we prepare them for the future where they will be required to clean up the
messes of future generations. This early education will help create aware individuals who
will turn into responsible citizens in the future. This age group is becoming aware of the
surroundings and it is time to create awareness and appreciation. A mobile was chosen as
the final project since it is all about balance and the goal of is to create an eco way to
initially work with trash. While a mosaic was considered it would require far more trash,
it could be substituted however by offering Jason Mecier as the final artist.

Lesson Summary:
Art/Science Lesson 1: Introduction to science 4-A unit of Wastes and Our World. I
would take the students out into a fenced or treed area where garbage collects and have
them do a preliminary look over at the beautiful yard. Once the student observes the litter
have a discussion about is that a man made or a natural waste. Upon returning inside
show them Grant Woods American Gothic and have the students compare it to Tom
Sanfords American Garbage. What is Sanford trying to communicate with this piece? As
an exit slip students must identify one of each; manmade and natural. At this point we
will also start a bin for each student to put clean, non-organic garbage in that they
produce, for example: pudding cups, wrappers, pop cans, bottles, paper, etc These will
be used in the final art lesson.
Science Lessons: These will go for at least a week or two, and cover the bulk of the
science unit, focusing on both natural wastes and cycles and manmade by-products.
Students will learn about waste paths, as well as be introduced to the concept of reduce,
reuse, recycle. By the end of this series of units students will have examined alternative

methods of waste disposal as well as how things can be recycled. The idea is to create the
set up for the next art class where students will begin working with trash.
Art Lesson 2: Introduce students to HA Schults Trash People and the concept of trash
being used in sculpture as an alternative means to throwing away. Discussion on Schults
motivation and why he would create these pieces as well as why move his creations to
heavily trafficked areas. This is to introduce/remind students of the throwaway society
and to demonstrate that art can be appreciated for different reasons. The students will
then be asked to look through their bins of garbage and see how much they have amassed
over the past week or two. Have students sort the bin into manmade and natural garbage.
Introduce students to the project showing Tom Friedmans piece Up in the Air as an
example of a mobile on a large scale, this will get their ideas going for their own mobiles.
Students will then have to draw out a map for their mobile determining how they will
incorporate as much of their waste as possible.
Art Lesson 3: Students will be taken outside (time permitting. If needed sticks can be
brought in by the teacher) to collect sticks to serve as a natural addition to their mobile.
The bulk of this lesson is the construction of the mobiles and may take two classes
depending on how quickly students can work. Students will use string and wire to attach
their trash to a stick in such a way that it can be suspended from the ceiling and balanced
without the piece touching. Finally students shall name their piece, and an image shall be
taken of the individual work. The class shall then create a large class mobile deciding
where to place each individual work to create a balanced piece. When all students have
finished a class critique shall take place where the student is given the opportunity
introduce and to explain why their piece: is so full, so empty, constructed in this way,
etcThe work shall then be displayed and presented by the students in an event to
family, other classes and the local paper.
Art/Science Lesson 1
Grade: 4

Subject: Art/Science

Topic: Waste as Art Length of Lesson: 60 Minutes

Related General Learning Outcomes from Program of Studies:

Science: Humans produce waste and there are alternatives for its disposal.
Art: APPRECIATION: Through context and less visible aspects students will interpret artwork.
PURPOSE: Students will through art express a feeling.
Related Specific Learning Outcomes from Program of Studies:
Science:
Recognize wastes that result from human activity.
Identify plant and animal wastes.
Art:

Sometimes context provides meaning to art.

Feelings, beliefs, and interests can be presented visually or through symbolism.

Lesson Objectives:
Students will...
1)
2)
3)
4)

Understand feelings and beliefs can be presented visually

Create a feelings piece
Recognize human and natural wastes
Appreciate context in terms of art

Resources Consulted:

American Gothic by Grant Wood

American Garbage by Tom Sanford
http://nowherelimited.com/tom-sanford-american-garbage.html

Materials:
- Pencils
- Paper
Procedure:
Introduction (15 Minutes):
-

Have students prepare to go outside and take them to a grouping of trees or fence,
basically any area that traps garbage.
Tell the students to take a couple minutes to quietly make mental observations and
lock them away in their head. Tell them to observe the trees and the ground. What is
on the ground? Do you see any animals or signs of animals?
Return to the classroom and debrief: What did you observe?
Make notes on the board while the students recall. By the end hopefully someone has
mentioned the garbage, if not as specifically if they saw it. Does it belong there?

Body (40 Minutes):

-

Define the term waste

Go over the difference between manmade and natural waste

Put up American Gothic have students take a minute to examine the piece.
Three questions 1: What do you think the artist is trying to say with this piece?
Have the students offer their thoughts, they probably will not catch the symbolism of
this piece as the American dream, so introduce the term symbolism and then context.
Explain how context plays a role in meaning.
American Gothic was painted by Grant Wood in 1930. It depicts a Iowa Farmer and
his daughter standing in front of their Gothic revival style house. The gothic style was
about trying to reach heaven in a joyful way, they did this by elongating their vertical
structures, think of cathedral (show any gothic Cathedral).
2: Look at the painting now, what about these people and this
background seems to reflect this idea of gothic elongation? (pitchfork,
window on the house, long vertical faces, lean bodies, etc ). What
expression do the elongated faces seem to have? Does this fit with the
gothic tradition? What about the title? (it is an example of irony, explain)
More background: The people depicted here are to represent the somber protestant
work ethic of some small American communities. This painting was done during the
great depression and seemed to represent for some the strong people who go on. For
this reason this painting came to be known as depicting the American dream.
3: Do you agree with this? Returning to taking in the whole painting does
this look like a strong American farmer on his farm?
- Put up American Garbage have students take a minute with their new thoughts. Tom
Sanford did an art series where the focus was on modifying and/or vandalizing the
Masters. The idea was to see if these could be improved upon. He took a copy of
American Gothic and added as you can see garbage.
Three questions 1: What do you think the artist is trying to say by burying the farmer
and his daughter in garbage?
2: taking the idea that American Gothic represented the American
dream and the title American Garbage into consideration what do you think the artist
is implying?
3: Do you think that the American dream now includes garbage or
does it hinder this idea?
- Have students do a drawing of how they feel in response to these pieces push for them
to convey their emotion and feelings in their piece. Hand this in
Closure (5 Minutes):
-

Introduce the new garbage bins one for each student. From now on they are to collect
their manmade waste in these bins, reason to be announced. Go over that there is to be
no organic waste: no fruit, sandwiches, or anything else that will go moldy and gross.
Exit slip: provide an example of manmade waste and natural waste.

Sponge Activity:
Formative Assessment Methods:
o Students ability to provide an example of natural waste and an example of
manmade waste
o The students reaction piece and their ability to convey feelings through art

Art Lesson 2
Grade: 4

Subject: Art/Science

Topic: Waste as Art Length of Lesson: 60 Minutes

Related General Learning Outcomes from Program of Studies:

Science: Humans produce waste and there are alternatives for its disposal.
Art: APPRECIATION: Through context and less visible aspects students will interpret artwork.
SUBJECT MATTER: Students will develop themes based on human made things with a
focus on social concerns.
Related Specific Learning Outcomes from Program of Studies:
Science:
Describe alternative methods of disposal for waste
Identify ways to recycle or reuse waste items
Art:

Not only is art for personal benefit but also for societal
Feelings, messages, beliefs, and interests can be presented visually or through
symbolism.

Lesson Objectives:
Students will...
5) Understand that artists can create messages through their work
6) Recognize art as a way of recycling
7) Appreciate context in terms of art
Resources Consulted:

Trash People by HA Schult

http://www.nbcnews.com/pop-culture/pop-culture-news/trash-people-figures-gathertel-aviv-landfill-n69706

Tom Friedman up in the air 2009

Follow the link and look through pictures 40-43
http://www.luhringaugustine.com/artists/tom-friedman#/images/40/

Materials:
- Paper
- Pencil
- Garbage bins
Procedure:
Introduction (10 Minutes):
-

Review the idea of recycling as discussed in science

Have students offer some of the ideas they have come up with as to how to do this
Have they ever considered using it in art?

Body (40 Minutes):

Put up and image or two of Trash People have students take a minute to examine the
pieces and form opinions. I would like to introduce you to the Trash People created by
HA Schult. This is a traveling exhibit and since its construction in 1996 these 1000
sculptures are transported around the globe to high traffic areas some of which include:
Paris, Moscow, Beijing, Cairo, Brussels, Cologne, Rome, Barcelona, Washington, D.C.,
The Artic. These sculptures are made completely from trash and are set out in a main area
in the town where people have to walk by them.
Three questions 1: Why do you think this exhibit travels to these places? Why would
the artist have them in a main street of the town rather than in a gallery?
HA Schult is known as an activist and since the sixties has really worked towards
showing people the ecological imbalance (Ecological imbalance is when a natural or
human-caused disturbance disrupts the natural balance of an ecosystem. Examples:

volcanos, oil spills, improper disposal of garbage, massive amounts of garbage, etc)
in his work.
2: Knowing a little more of the context what do you think the artist is
trying to say with this piece? This is a comment as to how we as a society are a throw
away culture.
3: Think back to Tom Sanfords piece American Garbage, what do
you think his message was? Do you see similarities between the work of Sanford and
that of Schult?
Art can be appreciate for different reasons this piece conveys a message to society
about what we are becoming
Have the students pull out their garbage bins and without removing the contents have
them examine and compare with their neighbor
How much have they accumulated?
Think about how much you would accumulate in a school semester; in a year.
Is there any natural garbage in there or is it all manmade?
Introduce the Tom Friedmans piece Up in the Air and example of a mobile. This is an
example of a mobile, a sculpture which relies on balance to keep each object
suspended and not touching one another.
Three questions 1: What materials do you see are used? This is an example of mixed
media
2: What do you notice about the layout? Are the suspended pieces
touching?
3: looking at the chosen objects do you think there is a message with
this piece?
Introduce students to their up and coming project. They will be making a mobile of
their own using the trash from their bins they will use their art similar to our activists
(Schult and Sanford) to promote ecological balance. They will then share with family,
students, and the local paper.
Have students begin neatly looking through their bins and being drawing a map on
paper as to how they want to lay their waste out.

Closure (5 Minutes):

Have all garbage returned to their own bins with their mobile plans and put
away.
Exit slip: How do you feel about how much garbage you produced?
How can you reduce that amount?

Sponge Activity:
Formative Assessment Methods:
o Students ability to follow instructions
o The ability of students to apply learned concepts of : context and
meaning in art

o Critical thinking on exit slip answers

Art Lesson 3
Grade: 4

Subject: Art/Science

Topic: Waste as Art Length of Lesson: 60 Minutes or two

classes if needed

Related General Learning Outcomes from Program of Studies:

Art: PURPOSE: students will take outside motivation and create an original piece
MEDIA AND TECHNIQUES: Students will utilize various media and techniques working
to combine them.
CRAFTMANSHIP: Compositions will be improved through scheduled critiques
Related Specific Learning Outcomes from Program of Studies:
Art:

Outside stimulation can be interpreted visually

Students will make three-dimensional pieces using found items focusing on mobiles
Students will participate in critiques to help improve composition

Lesson Objectives:
Students will...
8) Use the past couple lessons as inspiration for their pieces
9) Recognize art as a way of recycling
10) Make mobiles using their garbage bin contents
11) Students will develop their critique skills
Resources Consulted:
None
Materials:
-

Garbage bins
string
wire
hot glue
Sticks for the main support piece of the mobile

Procedure:
Introduction (10 Minutes):
-

Go over any safety matters

o Use of tools
o Use of wire

o If you need help

o Keeping your trash to yourself
Body (40 Minutes):
-

Students can be taken outside to collect sticks to serve as a natural addition to their
mobile. (time permitting. If needed sticks can be brought in by the teacher)
Students will use string and wire to attach their trash to a stick in such a way that it
can be suspended from the ceiling in a balanced manner.
students shall name their piece and a picture will be taken of them with their piece.
As students finish their individual piece and the photo has been taken, the class will
work together to construct a class mobile using all of the pieces. This must be
balanced and pieces are not to touch.
A class critique shall take place where the students are given the opportunity
introduce and to explain why their piece: is so full, so empty, constructed in this way,
etc

Closure (5 Minutes):

Students are to begin thinking about how they will explain the class mobile to
their families, other students, and the newspaper.
Hand in map

Sponge Activity:

Formative Assessment Methods:

-

The picture and the draft map shall be taken in for assessment.
Students could be asked to write a defense piece which could also be taken in.

NOTE
This unit would be best timed to include Earth day in its span. This could also be an opportunity
to get the school involved by encouraging all the classrooms to do something for Earth day, and
then invite parents and the local paper to come and share the experience. This would allow the
students to explain the purpose of their trash mobile and use their work to have social meaning.