pbl_unit_template_boyer_the_art_of_plastic.docx | |
File Size: | 2489 kb |
File Type: | docx |
The Art of Plastic-Reduce, Reuse, Recycle, Refuse
Fulbright Teachers for Global Classrooms Project Based Learning Unit Plan
School Type: International Baccalaureate
Subject: Visual Art
Grade Level: High School
Driving Question: How do artists use their artwork to impact environmental awareness of plastic consumption locally, regionally and globally?
Project Summary/Big Idea: Students will investigate the impact that plastic bags are having on the environment locally, regionally and globally. Students will conduct experiments to document plastic bag usage within their family household and will use collected data to compare against local, regional and global consumption of plastic bags. Artists both regionally and globally will be studied to assess how artists are using their work to impact environmental awareness. Interviews with local artists who use plastic will be virtually brought into the classroom. In collaborative groups students will create a plastic bag sculpture that will become part of a display at a local food store and/or library to raise awareness of plastic bag consumption. Students will recognize how other countries are using waste and turning it into practical everyday objects. Students will study how people from India are reusing everyday plastic bags to make functional objects. Students will learn how plastics are affecting their own health and wellness and ways to reduce the impact of plastics. Applying understanding of sustainable and reusable art practices student will create recyclable art using plastic bags (chip, candy wrappers, etc.) to produce a small pencil case to store objects. With understanding of how to reuse plastic objects students will then take action to slow down the consumption of plastic bans by creating a reusable shopping bag. All items produced; sculptures, pencil cases, and reusable shopping bags will be displayed (grocery store, library, local gallery, etc.) along with information about the environmental impact and importance of recycling plastics and reducing consumption. When presenting work, have people take a pledge to reduce their plastic use at the exhibit and ask people to donate to an organization working on reducing plastic pollution. Students will use social media to connect with other people/artists who are creating artwork using recyclable materials. Local news media outlets will be contacted and informed of the work that the students are doing in the classroom.
Fulbright Teachers for Global Classrooms Project Based Learning Unit Plan
School Type: International Baccalaureate
Subject: Visual Art
Grade Level: High School
Driving Question: How do artists use their artwork to impact environmental awareness of plastic consumption locally, regionally and globally?
Project Summary/Big Idea: Students will investigate the impact that plastic bags are having on the environment locally, regionally and globally. Students will conduct experiments to document plastic bag usage within their family household and will use collected data to compare against local, regional and global consumption of plastic bags. Artists both regionally and globally will be studied to assess how artists are using their work to impact environmental awareness. Interviews with local artists who use plastic will be virtually brought into the classroom. In collaborative groups students will create a plastic bag sculpture that will become part of a display at a local food store and/or library to raise awareness of plastic bag consumption. Students will recognize how other countries are using waste and turning it into practical everyday objects. Students will study how people from India are reusing everyday plastic bags to make functional objects. Students will learn how plastics are affecting their own health and wellness and ways to reduce the impact of plastics. Applying understanding of sustainable and reusable art practices student will create recyclable art using plastic bags (chip, candy wrappers, etc.) to produce a small pencil case to store objects. With understanding of how to reuse plastic objects students will then take action to slow down the consumption of plastic bans by creating a reusable shopping bag. All items produced; sculptures, pencil cases, and reusable shopping bags will be displayed (grocery store, library, local gallery, etc.) along with information about the environmental impact and importance of recycling plastics and reducing consumption. When presenting work, have people take a pledge to reduce their plastic use at the exhibit and ask people to donate to an organization working on reducing plastic pollution. Students will use social media to connect with other people/artists who are creating artwork using recyclable materials. Local news media outlets will be contacted and informed of the work that the students are doing in the classroom.
Subject Content and Interdisciplinary Connections
Art-Use of visual art as a form of environmental activism Science-Impact of plastic bags on environment Math-Graphing plastic ban consumption locally, regionally and globally Social Studies-Incorporation of mapping tools ICT-Use of different technologies (Skype, social media, websites) ELA-Write artist statements for their work for the exhibit and write statements to contact the local news media Learning Standards
Pennsylvania State Standards: Standard - 9.1.12.B Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts. Paint, draw, sculpt, design for environment, communication Standard - 9.1.12.C Integrate and apply advanced vocabulary to the arts forms. Standard - 9.1.12.F Analyze works of arts influenced by experiences or historical and cultural events through production, performance or exhibition. Standard - 9.1.12.H Incorporate the effective and safe use of materials, equipment and tools into the production of works in the arts at work and performance spaces. Standard - 9.2.12.A Explain the historical, cultural and social context of an individual work in the arts. Standard - 9.2.12.D Analyze a work of art from its historical and cultural perspective. Standard - 9.2.12.E Analyze how historical events and culture impact forms, techniques and purposes of works in the arts Standard - 9.2.12.G Relate works in the arts to geographic regions: Asia Standard - 9.3.12.A Explain and apply the critical examination processes of works in the arts and humanities. (Compare and contrast, Analyze, Interpret, Form and test hypotheses, Evaluate/form judgments) Standard - 9.4.12.B Describe and analyze the effects that works in the arts have on groups, individuals and the culture |
Global Competencies
Investigate the World
Authentic Product and/or Audience
Group sculpture using plastic bags Up-cycled plastics design Reusable shopping bag design Social media hashtag Exhibition of work at local grocery store/library/gallery Pitch work to local new outlets |
Project Management
Student Expectations and Milestones
Students will be able to investigate the problem of plastic consumption locally, regionally and globally using the 3 Y’s.
Students will recognize how and why artists reuse recyclable materials to craft pieces of functional and/or influential pieces of art.
Students will communicate a message using their artwork through exhibition and social media based on plastic consumption and communicate with artists.
Students will take action by creating influential pieces of artwork, setting up an exhibition of their work, and reflecting on the impact of their work.
Authentic Performance Based Assessment
Exhibition of work in school, at local grocery store, contact local library/gallery to exhibit work
Differentiation
Adaptations according to student IEP or 504 plans:
Enrichment depending on student needs:
Students will be able to investigate the problem of plastic consumption locally, regionally and globally using the 3 Y’s.
Students will recognize how and why artists reuse recyclable materials to craft pieces of functional and/or influential pieces of art.
Students will communicate a message using their artwork through exhibition and social media based on plastic consumption and communicate with artists.
Students will take action by creating influential pieces of artwork, setting up an exhibition of their work, and reflecting on the impact of their work.
Authentic Performance Based Assessment
Exhibition of work in school, at local grocery store, contact local library/gallery to exhibit work
Differentiation
Adaptations according to student IEP or 504 plans:
- Work on shorter segments
- Extra time for assignments
- Consider physical arrangement of the room
- Preferential seating near front of the classroom or near positive role models
- Simplify directions
- Provide visual support for steps of the project
- Use of examples and demonstrations
- Increased one-on-one support
- Ability to take a break during class
- Use of behavioral plan for student
- Provide research on plastics/artists who use research
Enrichment depending on student needs:
- Design reusable shopping bag using a different form than what is introduced to the class
Resources
- Artist who uses plastic, http://rairphilly.org/ connect with artists in residency, local recycling plant workers, Plastic Awareness Dayhttp://www.plasticoceanproject.org/boomerang-bags.html
https://boomerangbags.org/
https://www.plasticpollutioncoalition.org/pft/2017/5/2/10-inspiring-works-of-art-about-plastic-pollution
https://www.nationalgeographic.com/environment/planetorplastic/
https://www.daniellebaudrand.com/theplasticbagproject
https://www.plasticpollutioncoalition.org/
https://www.hannah4change.org/events.html
http://www.chrisjordan.com
https://www.ted.com/talks/dianna_cohen_tough_truths_about_plastic_pollution
https://www.youtube.com/watch?v=lQQajO5yIUE (Report: How plastic in the Ocean impacts your health | #OceanRescue)
http://rairphilly.org/ (Philadelphia recycled art residency group)
https://www.phillymagicgardens.org/ (Philadelphia Magic Gardens)
http://magazine.art21.org/2017/06/08/recycled-brilliance-philadelphias-rair/#.W9Jbd2hKhPY
https://www.leosewell.net/index.php (local junk sculptor)
https://indianexpress.com/article/cities/pune/recycling-turns-plastic-into-pillows-denims-and-team-india-gear- 4529158/
https://www.livemint.com/Leisure/AMoeAtLDHf3v3LYy2yZQyH/How-upcycling-can-help-make-our-homes-and-hearts-lighter.html
https://www.raptim.org/17-ngos-fighting-plastic-pollution/
https://www.ted.com/talks/melati_and_isabel_wijsen_our_campaign_to_ban_plastic_bags_in_bali/discussion#t-273796
2. Chromebooks, library resources, Skype, pitch artwork and story to local/regional news outlets (print & news), students think of Twitter/Instagram hashtag to share their work on social media
3. Plastic bags, bottles, other plastic findings, reusable shopping bags (canvas, or barley bags), variety of art materials (scissors, glue, fasteners, etc.)
Project Kick-Off and Building Background Knowledge
Kick-Off Event and Driving Question
Driving Question: How do artists use artwork as a form of environmental activism?
Students will be asked to bring in all the plastic bags that they have at home. Students will participate as a group to make a giant braided plastic bag ball. (inspired by https://www.daniellebaudrand.com/theplasticbagproject) As students receive more plastic bags at home they will continue to add to the plastic bag ball at school. This ball will start the discussion on plastic reduction, refusing, reusing and recycling and how artists can be a catalyst for change.
Building Background Knowledge
Students will research the impact on plastic on the environment to build on the students’ background knowledge. They will conduct research using a variety of primary and secondary sources available in the school library and using the Internet. In class discussion on how to find reliable resources. Various modes of research will be used, including:
Driving Question: How do artists use artwork as a form of environmental activism?
Students will be asked to bring in all the plastic bags that they have at home. Students will participate as a group to make a giant braided plastic bag ball. (inspired by https://www.daniellebaudrand.com/theplasticbagproject) As students receive more plastic bags at home they will continue to add to the plastic bag ball at school. This ball will start the discussion on plastic reduction, refusing, reusing and recycling and how artists can be a catalyst for change.
Building Background Knowledge
Students will research the impact on plastic on the environment to build on the students’ background knowledge. They will conduct research using a variety of primary and secondary sources available in the school library and using the Internet. In class discussion on how to find reliable resources. Various modes of research will be used, including:
- articles and videos from National Geographic
- collect data and graph of the amount of plastic used at home as well as by class
- interview an individual who works with a recycling plant (connect with a local artist
- student research of artists who use recycled plastics in their artwork (both a local/regional artist
- generate idea of ways how to reuse plastic and how to reuse plastic to create functional objects
- analyze how artists use artwork as a form of environmental activism (local, regional and global)
Student Inquiry and Project Development Outline
Project Daily Outline
1. Introduction: The plastic bag project group collaboration, group inquiry discussion on plastic consumption using the 3Ys model of questioning, National Geographic article “Plastic” by Laura Parker and Randy Olson, begin collecting data on plastic items used for one week by themselves and their family, start collection of all plastic items used at home
1. Introduction: The plastic bag project group collaboration, group inquiry discussion on plastic consumption using the 3Ys model of questioning, National Geographic article “Plastic” by Laura Parker and Randy Olson, begin collecting data on plastic items used for one week by themselves and their family, start collection of all plastic items used at home
3 Y's questioning on plastic consumption
2. National Geographic article “The World Capital of Everyday Plastic” by Richard John Seymour, “Drowning in Plastic” Map by Richard John Seymour and analyze plastic trends by countries, discuss how to use the internet to find reliable resources, find resources using the Internet on plastic consumption locally, regionally, and globally, add to plastic bag ball
3. Discussion on the impact of plastic in our oceans and food sources through National Geographic resources “A Toll on Wildlife” by Richard John Seymour and “A Threat to Us?” by Richard John Seymour, research and discuss the Great Pacific Garbage Patch, compile results of plastic collection data using their own data and government data, add to plastic ball bag
3. Discussion on the impact of plastic in our oceans and food sources through National Geographic resources “A Toll on Wildlife” by Richard John Seymour and “A Threat to Us?” by Richard John Seymour, research and discuss the Great Pacific Garbage Patch, compile results of plastic collection data using their own data and government data, add to plastic ball bag
Finished plastic bag ball
4. Brainstorm ways in which we can inform others and reduce the usage of plastic locally, regionally and globally, discuss the work of artist, Mandy Barker who uses plastic ocean debris in her artwork (https://mandy-barker.com/) and analyze how her artwork is making an impact on viewers, students to research and find an artist of their choice that is using recycled plastics in their artwork for environmental purposes, add to plastic ball bag, reflect on the situations and environments where they use plastic the most and to count which plastics are a one-time use and which are reused (and to what extent), write a reflection on their own plastic use with consideration for positive habits they have now and areas where they could make changes to reduce their plastic use.
Brainstorming Mind Map on ways to reduce plastic locally, regionally and globally
5. Present the artist’s work who they researched to the class, introduction of the collaborative group project using recycled plastic, in groups (groups set "Group Expectations", "Consequences", and "Individual Responsibilities") students will brainstorm and plan out their sculpture, in groups students will collect plastic materials that they need that they have brought in for the project, working time for sculpture
Student digital Canva posters on researched plastic artists
6. Time for group work on sculpture
7. Time for group work on sculpture and art critique of work at the end of class
Student examples of group sculptures using recycled plastic that raise awareness of plastic pollution.
8. Introduction to cultures who use recycled materials for functional pieces of art (looking at examples in India), read the article “How We Can Stem the Tide” by Richard John Seymour about ways to reduce consumption, challenge students to up-cycle a plastic object into a functional and aesthetically pleasing item
9. Student art project to up-cycle a functional and aesthetically pleasing plastic item for everyday use
9. Student art project to up-cycle a functional and aesthetically pleasing plastic item for everyday use
Up-cycled student designs
10. Local or global connect with an artist via Skype who creates recycled art (connect with a local artist with http://rairphilly.org)
11. Interview with speaker from local recycling plant
12. Discussion on how students have reduced their plastic consumption since the project started, look at companies who are reducing plastic bag consumption (https://boomerangbags.org/, http://www.thebagshare.org/), research ways in which they can create their own reusable bags
11. Interview with speaker from local recycling plant
12. Discussion on how students have reduced their plastic consumption since the project started, look at companies who are reducing plastic bag consumption (https://boomerangbags.org/, http://www.thebagshare.org/), research ways in which they can create their own reusable bags
Student designed reusable bag
13. Students to create a reusable shopping bag using barley bags from a local brewery, teacher demonstration of how to create work
14. Students work time on reusable shopping bag
15. As a class, students will plan out an exhibition both at the school, at a local grocery store and possible gallery/library (design written information, decide on displays, decide on set up, etc.)
16. Set up for exhibition of work
17. As a group, students will have a discussion on the impact of this project and the changes in attitude that they have towards plastic usage. Discussion will take place as to how students plan to continue to recycle and reduce the amount of plastic that they use and how they can continue to inform others once this project is finished. Students will individually write a reflection at the end of the unit using guiding questions
Authentic Audiences
Student Connection with Authentic Audiences
Students will share their product with the local school community through an in school exhibition. Students will need to set up the exhibition within the school space to show their work and educate their peers about the use of plastics.
Additionally, students will set up a local art exhibition at a local grocery store (additionally contact library/local gallery) to impact buyers/viewers to use reusable shopping bags when purchasing groceries and reduce their plastic consumption.
- Who will students share their product with? (outside of class)
- How does this meaningfully connect to the project?
- What preparations need to be made for sharing out and for students to be prepared?
Students will share their product with the local school community through an in school exhibition. Students will need to set up the exhibition within the school space to show their work and educate their peers about the use of plastics.
Additionally, students will set up a local art exhibition at a local grocery store (additionally contact library/local gallery) to impact buyers/viewers to use reusable shopping bags when purchasing groceries and reduce their plastic consumption.
Student Reflection
How will students reflect on their growth and learning after the project? (journal, small group discussion, fishbowl discussions etc.)
As a group, students will have a discussion on the impact of this project and the changes in attitude that they have towards plastic usage. Discussion will take place as to how students plan to continue to recycle and reduce the amount of plastic that they use and how they can continue to inform others once this project is finished. Students will individually write a reflection at the end of the unit following guiding questions.
1. How has your attitude towards recycling and reducing the use of plastics changed as a result of this project?
2. How will you continue to make an impact locally, regionally and globally once this project has finished in class?
3. What is the one big takeaway that you have as a result of this unit?
4. How do your actions as an individual impact local, regional and global efforts towards reducing, reusing and recycling plastics?
5. How can you use artwork to impact the opinions and views of others to make positive change?
As a group, students will have a discussion on the impact of this project and the changes in attitude that they have towards plastic usage. Discussion will take place as to how students plan to continue to recycle and reduce the amount of plastic that they use and how they can continue to inform others once this project is finished. Students will individually write a reflection at the end of the unit following guiding questions.
1. How has your attitude towards recycling and reducing the use of plastics changed as a result of this project?
2. How will you continue to make an impact locally, regionally and globally once this project has finished in class?
3. What is the one big takeaway that you have as a result of this unit?
4. How do your actions as an individual impact local, regional and global efforts towards reducing, reusing and recycling plastics?
5. How can you use artwork to impact the opinions and views of others to make positive change?
International PBL Lesson Ideas
1. PBL response to a Sustainable Development Goal. https://www.literacyworldwide.org/blog/literacy-daily/2014/11/04/super-practical-project-based-learning-ideas provides a great list of ways that you can do this:
Work with your class to brainstorm a project that will address a central question regarding an issue or problem. Here are some projects:
|
2. Develop business plans in response to a local, national or global need. ex. Help local businesses increase environmental sustainability (e.g., reduce waste)
I observed this PBL while at my Gabo host school in Colombia. Students created business plans to address a local need in their community. Ideas were innovative and create and responded to a local need/problem. |
3. Incorporate Math, Architecture, and Design by redesigning a major coastal city due to global warming. Use programs such as https://www.tinkercad.com/ or you can use old-fashioned paper and pencil for students to develop designs.
|
4. Use Artwork to Raise Awareness
The Art of Plastic-Reduce, Reuse, Recycle, Refuse My lesson plan linked above has students respond to multiple facets of plastic pollution. Students are asked to respond to the plastic pollution problem through creating artwork to raise awareness. |
Standard-based Global Education Updates
Arts and Humanities-Pennsylvania State Standards (https://www.pdesas.org/Standard/View#)
Production, Performance and Exhibition of Dance, Music, Theatre and Visual Arts
Standard - 9.1.12.F Analyze works of arts influenced by experiences or historical and cultural events through production, performance or exhibition.
Integration of Global Education
Specific Lesson Plan Modifications for Global Competencies
Arts and Humanities-Pennsylvania State Standards (https://www.pdesas.org/Standard/View#)
Historical and Cultural Contexts
Standard - 9.2.12.B Relate works in the arts chronologically to historical events (e.g., 10,000 B.C. to present).
Integration of Global Education
Production, Performance and Exhibition of Dance, Music, Theatre and Visual Arts
Standard - 9.1.12.F Analyze works of arts influenced by experiences or historical and cultural events through production, performance or exhibition.
Integration of Global Education
- Students analyze artwork and discover the stories/lives behind the people in the artwork.
- Students relate the stories of the people in the artwork to the historical events going on at the time period and the cultural influences.
- Students develop a presentation that analyzes symbolism, shares stories and integrate historical and cultural events.
Specific Lesson Plan Modifications for Global Competencies
- Students will research the stories/live behind the people in the artwork using historically accurate websites.
- Students will investigate historical events that occurred slightly before or during the creation of the painting. Students will analyze cultural influences from the area that the artwork depicts.
- Students will interpret symbolism in their artwork and conduct historical research to validate their interpretation.
- In small groups students will choose a piece of artwork from a specific time period (ex. 1600-1700) and conduct research on the lives of the people in the artwork. Students will create short biographies that share the life behind each individual in the artwork.
- In small groups students will investigate historical and cultural influences and write text to go into their presentation.
- Students share the “truth behind the art piece” with a history class at school creating a Prezi presentation. The presentation will include symbolism, historical events and cultural influences and investigate the stories of the individuals in the artwork.
Arts and Humanities-Pennsylvania State Standards (https://www.pdesas.org/Standard/View#)
Historical and Cultural Contexts
Standard - 9.2.12.B Relate works in the arts chronologically to historical events (e.g., 10,000 B.C. to present).
Integration of Global Education
- Students relate works of art chronologically and laterally across history by investigating the historical events of two or more cultures.
- Students develop understanding of how art developed contemporarily across cultures and how other cultures impacted the development of art.
- Students analyze how cultures impacted one another during the same time in history and how art practices changed/were influenced as a result.
- Students will analyze prehistoric rock paintings created in Europe, Australia and South America. Students will research historical events/advances in mankind in each of these continents that occurred at the same time that influenced the development of art. Students will compare and contrast artwork created from each continent and find similarities and differences in the work.
- Students will research ancient migration routes and analyze how the intermingling of people impacted artwork that was created at the same time across cultures.
- Students will formulate opinions as to why prehistoric artwork was created across different cultures and content with art historians at a local art museum to have a group discussion and idea exchange.
- Students will create a Canva poster that compares/contrasts the prehistoric rock paintings created in Europe, Australia and South America. The interactive Canva poster will show specific examples of artwork, video clips and written information.
- Students will use Google Maps to map out ancient migration routes and add text, photographs and videos analyzing how the migration/interaction of people impacted artwork across cultures.
- Students will create a mind map web based upon their meeting and idea exchange with an art historian. Students will write an argumentative piece about the conclusion that they came to on the purpose and function of prehistoric artwork.