Creative Sustainability - Plastic Waste Artworks

Australian curriculum content descriptions: 

Foundation – 2 Visual Arts:

• Explore ideas, experiences, observations and imagination to create visual artworks and design, including considering ideas in artworks by Aboriginal and Torres Strait Islander artists (ACAVAM106).
• Respond to visual artworks and consider where and why people make visual artworks, starting with visual artworks from Australia, including visual artworks of Aboriginal and Torres Strait Islander Peoples (ACAVAR109).

Year 3 Visual Arts:

• Explore ideas and artworks from different cultures and times, including artwork by Aboriginal and Torres Strait Islander artists, to use as inspiration for their own representations (ACAVAM110).
• Identify intended purposes and meanings of artworks using visual arts terminology to compare artworks, starting with visual artworks in Australia including visual artworks of Aboriginal and Torres Strait Islander Peoples (ACAVAR113).

Foundation – 2 Design and Technologies:

• Explore the characteristics and properties of materials and components that are used to produce designed solutions (ACTDEK004).

Year 3 Design and Technologies:

• Investigate the suitability of materials, systems, components, tools and equipment for a range of purposes (ACTDEK013).

Foundation HASS:

• Pose questions about past and present objects, people, places and events (ACHASSI001).
• Draw simple conclusions based on discussions, observations and information displayed in pictures and texts and on maps (ACHASSI008).

Year 1 HASS:

• Pose questions about past and present objects, people, places and events (ACHASSI018).
• Draw simple conclusions based on discussions, observations and information displayed in pictures and texts and on maps (ACHASSI025).

Year 2 HASS:

• Pose questions about past and present objects, people, places and events (ACHASSI034).
• Draw simple conclusions based on discussions, observations and information displayed in pictures and texts and on maps (ACHASSI041).

Year 3 HASS:

• Pose questions to investigate people, events, places and issues (ACHASSI052).
• Draw simple conclusions based on analysis of information and data (ACHASSI058 ).

Syllabus outcomes: VAS1.1, VAS1.3, VAS1.4, VAS2.1, VAS2.3, VAS2.4, STe-9ME, ST1-12MW, ST1-13MW, GEe-2, GE1-3, GE2-4, HTe-2, HT1-4, HT2-5

General capabilities: Critical and Creative Thinking, Literacy.

Cross-curriculum priority: Sustainability.

Relevant parts of Year Foundation – 3 Visual Arts achievement standards: Students describe artworks they make and view and where and why artworks are made and presented. They discuss how they and others use visual conventions in artworks.

Relevant parts of Year Foundation – 3 HASS achievement standards: Students pose questions about the past and familiar and unfamiliar objects and places. They locate information from observations and from sources provided.

Units of work: Creative Sustainability – Foundation to Year 2 – Visual Arts & Creative Sustainability – Years 3 & 4 – Visual Arts.

Time required: 60 mins.

Level of teacher scaffolding: Medium – seek relevant materials for art making prior to the lesson and facilitate class discussions.

• Student Worksheets – one copy per student (optional)
• Plastic waste items (such as bottles, drinking straws, bottle tops, biscuit trays etc.)
• A4 paper – one sheet per student
• Colourful drawing materials (such as connector pens, markers or pencils)
• ‘Happy Floating Dream Cloud’, 2013 (projected or hard copies)

This lesson is designed to build students’ competencies in the following skills:

• Collaboration
• Communication
• Critical thinking
• Creativity
• Problem solving
• Social skills

Faber-Castell has long understood the importance of creativity to all people, especially to young people. It is also continuously searching for environmentally friendly processes and high-quality materials to enhance children’s creative experience throughout every development phase. For more information about Faber-Castell, click here.