Teaching Sequence

Work through this resource material in the following sequence:

20 minutes	Part A: One small change
60 minutes	Part B: Mixed media upcycled artwork
20 minutes	Part C: Artist's statement
60+ minutes	Part D: Organising and hosting an exhibition
20 minutes	Reflection

Before starting this lesson, collect a range of ‘upcycle-able’ items for students to use in their artworks. This responsibility could also be given to students (or form part of the lesson itself).

Part A: One Small Change

Step 1.

Ask students to think about one small change they can make to help the planet. While they are thinking about this, explain that you are looking for unique answers – students should think deeply about creative ways that we can all take action to increase sustainable practices. Hand each student a sticky note and ask them to write their idea on the front, then attach their sticky notes to the whiteboard.

If possible, use sticky notes that have been manufactured with recycled paper.

Get students started with these ideas:

Take reusable bags to the shop to avoid using plastic shopping bags
Take their own reusable cup to avoid disposable coffee cups
Pick up litter around the school
Switch off all electronic devices, powerpoints and lights when not in use

Ask for 2 or 3 volunteers to help sort through the answers, removing any that double-up and grouping them by theme. Place the duplicates aside, so that only individual answers remain on the board. Invite students to volunteer to share more about their idea with the class. Bring their attention to the simplicity of the change/action, expressing how easy it would be to perform in everyday life. Highlight the variety of ways the community can make ‘One small change’.

Step 2.

Ask students to select one of the ideas from Step 1 as the topic for their own artwork. Before they start planning what their work will look like, ask them to conduct an internet search for facts and statistics relevant to their topic, e.g. if the student has chosen coffee cups, what are they made from? What makes them unsustainable? how many end up in landfill each year? Foreshadow with students that this information will be included in an artist statement later in the lesson, accompanying their final artwork in a class exhibition.

Part B: Mixed Media Upcycled Artwork

Step 1.

Explain to students that they will incorporate their ideas from their earlier research to create an artwork that illustrates their ideas about ‘one small change’. This looks like a poster to educate the community or a diagram that illustrates the process of an item being produced, consumed and ending in landfill (or any other artwork that students choose to create). This activity allows for independent and creative thinking, the overall intention is to create an upcycled artwork that will communicate ideas about sustainability to an audience in order to educate them about how we can all make ‘one small change’.

Inform students that they will be creating an artwork by upcycling one or more objects, such as cardboard, a paper bag, used envelope, old book pages, etc. Explain to students that by reusing objects that would normally be discarded, they are helping to reduce waste as well as creating a beautiful artwork from an unconventional art material. Students should select the substrate before beginning their draft, taking note of the surface texture, dimensions and thinking about how they can creatively compose their design.

Distribute paper and grey lead pencils and ask them to roughly map out their ideas for their artwork.

Step 2.

Remind students that they are creating a mixed-media artwork, and encourage them to use at least 3 different materials in their work, e.g. watercolour pencils, connector pens and graphite. Ensure they have access to a range of artists' tools including watercolour pencils, graphite, pastels, Connector Pens, Fine Liners, and coloured pencils. To assist students with ideas for materials and techniques, show them a selection of these Faber-Castell videos:

Gwyneth Leech Upcycling with Faber-Castell Pitt Artist Pen (https://vimeo.com/231976662)

Grip Colour Pencil: How to use the Colour Wheel by Faber-Castell (https://vimeo.com/231975962)

Pitt Artist Pen Brush + Soft Brush Handlettering (https://vimeo.com/232423511)

Step 3.

Ask students to continue working on their draft, experimenting with the materials and techniques they would like to use. Remind them to think about how specific art conventions can be manipulated to support their intention, e.g. using bright colours and soft lines/shapes for a happy or positive image, contrast to dark tones and rigid shapes to express a sad or negative image/message.

If required, students could revise their understanding of art techniques and theories using these factsheets and practice handouts:

Art Elements and Principles factsheet
Colouring Techniques handout
Pencil Colouring Techniques handout
Pitt Pen Techniques handout
Texture Rendering Techniques handout
Colour Theory and Techniques factsheet

Step 4.

When students are happy with their draft, instruct them to begin their final artwork. Students may need extra time to complete this activity.

Part C: Artist Statement

Step 1.

Ask students to write an Artist Statement to accompany their work. This is their opportunity to really communicate with their audience and emphasise their chosen message on sustainability. Artist statements are usually short and succinct, summing up the artist’s intention behind the work. Remind students that the purpose of their work is to educate the community on how they can make ‘one small change’, so their artist statements should focus on reinforcing that message. They could include facts and statistics to help support the student’s sustainability message. Use the following prompts to assist students in writing about their artwork:

What is the title of your artwork?
What materials did you use?
What is the message behind your work?
What statistics on your topic can you include to support your message?
What ‘small change’ can viewers make, what do you want them to take away from your artwork?

Step 2.

Ask students to type up their artist statement and print it out on A5 paper, keeping with a traditional gallery-size document. Each artist's statement should be displayed as close as possible to the corresponding artwork in the exhibition space.

Part D: Organising and Hosting an Exhibition

Step 1.

Ask each group to make a list of the people from outside of their class that they would like to invite to attend their exhibition. Guests might include parents, school leadership, representatives from local youth support organisations, local council representatives and the like.

Step 2.

Students reach out to their potential audience using an agreed-upon method. This could be an email, a written and posted invitation or a phone call.

This is an important event that students will host after they carry out their Social Action art project. It provides students with an opportunity to display what they achieved throughout the project, reflect on their successes and failures, and exhibit evidence of their projects. The idea is that students will feel a sense of accountability, and will feel pride in the work that they display publicly. More detail about this event can be found here: Social action project exhibition – some hints and tips.

Reflection

Ask students to write a short exhibition review, addressing the following points:

What is the title of the exhibition?
Describe the range in style of work that was displayed (art form, subject matter)
Was there a stand-out artwork? What did you like about it?
How did the audience respond to the exhibition? Do you think it was successful?

There is space on the student worksheet for them to do so.

Differentiated Learning

Extension

Encourage students to contact their local council about hosting their 'One Small Change' Art Exhibition.

Provisions for Learning Support

Some students may require more guidance when searching the internet for facts on their topic (Part A, Step 2) and may feel more supported working with a partner.

Teachers could assign a specific drawing task and substrate for students that are unsure about the design process, for example, ask them to create a poster on recycled paper with a message on picking up rubbish as the focus for ‘one small change’.

Teacher Reflection

Take this opportunity to reflect on your own teaching

What did you learn about your teaching today?
What worked well?
What didn’t work so well?
What would you share?
Where to next?
How are you going to get there?

Creative Sustainability - Social Action

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