Material Matters

Interdisciplinary Unit Plan connecting Art &

Science Grade 5

El Anatsui ​Untitled, ​Contemporary

Lesson 1: Non-Renewable Resources: Clay Coil Pots

Lesson 2: Renewable Resources: Handmade Paper
Lesson 3: Recycled Resources: Wall Mural

Allison Shilling
 Art Ed Curriculum PK-8 or 5-12
3/17/18
TABLE OF CONTENTS
Material Matters/Connecting Art and Science
Fifth Grade

• Unit Plan Outline p2

• Unit Map or Web Plan p3

• Lesson Plan 1 p6

• Lesson Plan 2 p 14

• Lesson Plan 3 p 22

• Rubric p 30

Linda Dangoor ​Ruffles, ​Contemporary ​ ​Linda Dangoor ​Priestess, ​Contemporary

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2
 UNIT PLAN OUTLINE
Material Matters/Connecting Art and Science
Fifth Grade
STAGE I – DESIRED RESULTS

• ​UNIT TRANSFER GOAL​ – Students will be able to independently use their learning to….
● Determine the roles of various natural resources in their daily lives.
● Consciously choose materials as artists and consumers.
● Critique artistic choices of material in form and context.

• ​ENDURING UNDERSTANDINGS​ - Students will understand that:

● Materials influence how artists make their work and how viewers perceive it.
● Artists are faced with a cacophony of choice when it comes to materials. Artistic
decisions on material inform the identity of the artwork.
● Ever since the earth was inhabited, humans and other life forms have depended on things
that exist freely in nature to survive. Natural resources are available to sustain the very
complex interaction between living things and non-living things.

• ​ESSENTIAL QUESTIONS
● How can artists bring confrontation, raw materials and primal processes into mainstream
art without sacrificing elegance and aesthetics?
● How does the artist determine the resources used for their art (nonrenewable, renewable,
recycled)?
● How can the material that artists use when they make a work of art influence both form
and content?

• ​STANDARDS ADDRESSED
Visual Arts:
● PreK-12 Standard 1: Methods, Materials, and Techniques
Students will demonstrate knowledge of the methods, materials, and techniques unique to the
visual arts.
● PreK-12 Standard 3: Observation, Abstraction, Invention, and Expression
Students will demonstrate their powers of observation, abstraction, invention, and expression in a
variety of media, materials, and techniques.
● PreK-12 Standard 4: Drafting, Revising, and Exhibiting. ​Students will demonstrate
knowledge of the processes of creating and exhibiting their own artwork: drafts, critique,
self-assessment, refinement, and exhibit preparation.
● PreK-12 Standard 10: Interdisciplinary Connection

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Students will apply their knowledge of the arts to the study of English language arts, foreign
languages, health, history, and social science, mathematics, and science and
technology/engineering.

Science:
● ESS3 Earth and Human Activity 5-ESS3-1
Obtain and combine information about ways communities reduce human impact on the Earth’s
resources and environment by changing an agricultural, industrial, or community practice or
process.

• ​ACQUISITION/​ ​UNIT OBJECTIVES

Students will know:
● The differences inherent in non-renewable, renewable, and recyclable resources.
● Examples of each resource.
● The impact these resources have on artist’s decision on what material to use.
● The role artists play in supporting the environment.
● Artists that work with non-renewable, renewable and recyclable resources.

Students will be skilled at:

● Analyzing artwork and determining the materials used.
● Using non-renewable, renewable, and recyclable resources in the their artwork.
● Including resource type as a decision element when creating artwork.
● Working collaboratively to create a mural incorporating recycled elements.

STAGE 2 – ASSESSMENT EVIDENCE

• PERFORMANCE TASKS/PRODUCTS AS EVIDENCE

Lesson 1: Non-Renewable Resources: Clay Coil Pots
● Class discussion will demonstrate the student’s understanding of the ancient history of
coil clay pots through contemporary examples.
● Students show ability to identify non-renewable resources that are part of their lives.
● Students apply design process when creating clay coil pots.
Lesson 2: Renewable Resources: Handmade Paper
● Students apply their understanding of using resources in art and in our daily life by
careful selection of the materials.
● Class discussion demonstrates understanding of the history of paper as an artform and as
any everyday resource.
● Students apply self knowledge on how they use non-renewable and renewable resources.

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 ● Students will apply the information they learned about paper making as an art and create
their own paper that reflects their understanding of the environment and the limited
nature of all resources.

Lesson 3: Recyclable Resources: Wall Art

● During the brainstorming session students demonstrate self knowledge and stretch
themselves to be open and accepting of others suggestions.
● Collaborative work shows the ability of the student to show empathy to others that either
need assistance or are feeling excluded.
● Insightful reflection of all types of resources that the artist can select and what the artist’s
responsibility is when selecting resources.
● Students apply the information learned in the unit to create a mural that demonstrates
knowledge of resources and self-knowledge on their use of resources.

• RUBRIC​ ​– ​See attached rubric.

STAGE 3 – LEARNING PLAN

• ​SCOPE AND SEQUENCE OF LESSONS​:

Lesson 1: Nonrenewable Resources: Clay Coil Pots
Students will learn about nonrenewable resources and human dependence on these resources.
They will work with clay, as an example of a resource formed in their environment, to create coil
pots reminiscent of the most ancient form of pottery, Jomon pottery. Their pots will reflect their
understanding of the formation of clay in glacial lake varves.

Lesson 2:Renewable Resources: Handmade Paper

Students will learn about renewable resources and human dependence on these resources. They
will work with recycled paper as an example of a resource that is renewable. Students will create
handmade paper and include elements of their natural environment. Their handmade paper will
reflect their understanding of the renewable resources and factors artists consider when selecting
the materials for their work.

Lesson 3:Recyclable Resources: Wall Mural

Students will learn about recyclable resources and human dependence on these resources. They
will work with recycled lids, as an example of a resource that can be recycled and used to create
significant art and produce beauty instead of waste. Artists such as El Anatsui and Louise
Nevelson will be studied as inspiration for the class’ work.

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 Non-Renewable Resources: Clay Coil Pots
5th Grade

Linda Dangoor ​Ruffles, ​Contemporary ​ ​Linda Dangoor ​Priestess, ​Contemporary

Allison Shilling
March 17, 2018
6
Introductory Information:
● Visual Art
● Grade 5
● Class Size: 20 students
● Length of class period: 50 minutes
● Lesson topic/ description: Students will learn about non-renewable resources and human
dependence on these resources. They will work with clay, as an example of a resource
formed in their environment, to create coil pots reminiscent of the most ancient form of
pottery, Jomon pottery. Their pots will reflect their understanding of the formation of
clay in glacial lake varves.

STAGE 1: DESIRED RESULTS

A. ENDURING UNDERSTANDINGS:
Students will understand that…
● Non-renewable resources are those that cannot easily be replaced once they are
destroyed.
● Artists can be inspired by the natural world and geologic phenomena.
● Artists can rely on their local resources to create work based on the precedence of
craftspeople throughout human history.

B. ESSENTIAL QUESTIONS:
● How do artists interact with the natural world and the resources that are available for their
artmaking?
● How can the material that artists use when they make a work of art influence both form
and content?
● How can artists promote a wiser use of resources?

C. STATE STANDARDS ADDRESSED:

Visual Arts:
● PreK-12 Standard 1: Methods, Materials, and Techniques
Students will demonstrate knowledge of the methods, materials, and techniques unique to
the visual arts.
● PreK-12 Standard 3: Observation, Abstraction, Invention, and Expression
Students will demonstrate their powers of observation, abstraction, invention, and expression in a
variety of media, materials, and techniques.

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 ● PreK-12 Standard 4: Drafting, Revising, and Exhibiting. ​Students will demonstrate
knowledge of the processes of creating and exhibiting their own artwork: drafts, critique,
self-assessment, refinement, and exhibit preparation.

● PreK-12 Standard 10: Interdisciplinary Connection

Students will apply their knowledge of the arts to the study of English language arts, foreign
languages, health, history, and social science, mathematics, and science and
technology/engineering.
Science:
● ESS3 Earth and Human Activity 5-ESS3-1
Obtain and combine information about ways communities reduce human impact on the Earth’s
resources and environment by changing an agricultural, industrial, or community practice or
process.

D. ACQUISITION/ LEARNING OBJECTIVES:

● Students will know what nonrenewable resources are and be able to identify clay as a
nonrenewable resource.
● Students will be able to explain how clay beds were formed by the weathering of rocks
and minerals and deposition of fine grained material.
● Students will be aware of the history of coil pots from ancient Jomon pots through
contemporary artists.
● Students will be skilled at steps involved in making a coil pot and be able to construct
one themselves.

STAGE 2: ASSESSMENT EVIDENCE

A. PERFORMANCE TASK OR FINAL PRODUCT:
The final product will be a coil pot of even thickness which is neat and securely constructed.
The coils should be fastened securely to one another so the pot will survive the kiln. The
finished pot will incorporate more than one coil type and/or handles.

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 ​Linda Dangoor ​Figure, ​Contemporary Deep jar from the Middle Jomon period (2600-1500
B.C.E.)
B. CONTINUUM OF ASSESSMENTS:
● Students are engaged in a discussion of non renewable resources and share their
understanding of nonrenewable resources.
● Students share their personal thoughts regarding non renewable resources and how it
impacts an artists use of materials.
● Students will sketch at least three possible forms for their pot, including deciding the size
and shape of their base, and at least three additional coil techniques demonstrated by the
teacher or invented by themselves to include in the coil pot. The composition does not
need to be finalized and will probably change as they work on their pots.
● Students work cooperatively with each other. Assisting other students who may be
struggling with dexterity putting the pot together.

STAGE 3: LEARNING PLAN

A. MATERIALS AND EQUIPMENT:
Clay (kiln drying or self drying)
Clay Tools including brushes to apply slip
Clay cutter (wire)
Sponges
Rolling pins
Slip (clay, water, vinegar)
Cardboard Squares to work on
Circular Plastic Container Lids to use a templates for base
Cardboard Templates - offering alternative shapes for base
Kiln

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Pictures of Examples of Coil Pottery
Pictures of types of coils
Pictures/video of clay deposits and the process of how clay was formed

B. RESOURCES​: ​VISUALS, TEXT, MEDIA AND WEB

Dangoor, L. (n.d.). Linda Dangoor: Artist | Food writer. Retrieved March 15, 2018, from
https://www.lindadangoor.com/.

Department of Asian Art. (2000). Jomon Culture (ca. 10,500–ca. 300 B.C.) In ​Heilbrunn
Timeline of Art History​, The Metropolitan Museum of Art. Retrieved March 16, 2018, from
https://www.metmuseum.org/toah/hd/jomo/hd_jomo.htmD. (2000).

Mulder-Slater, A. (2017, December 28). Everything You Ever Wanted to Know About Clay.
Retrieved March 16, 2018, from ​https://kinderart.com/art-lessons/sculpture/about-clay/​.

Palmer, P. (2017, November 27). How to make a Coil Pot. Retrieved March 16, 2018, from
https://www.deepspacesparkle.com/how-to-make-a-coil-pot.

Ridge, J.C. (March 15, 2018) ​The North American Glacial Varve Project​. Retrieved from
http://eos.tufts.edu/varves.

C. VOCABULARY WITH DEFINITIONS:

Nonrenewable Resource​ - A natural resource that once consumed cannot be replaced.
Clay​ - Finely textured mineral substance that is pliable when wet and can be hardened by firing
or air drying​.
Coil​ - Long for of clay that is rolled into a slender snake-like form in order to produce pottery or
other ornamental structures.
Types of Coils​ - Spirals, arches, short coils, donuts, long coils, folds, twists, braids, spheres.
Firing​ - The hardening of a clay vessel by application of heat.
Kiln​ - An oven used to fire pottery, capable of producing high, controlled heat.
Slab​ - A flat, sliced or pressed mass of clay.
Wedging​ - Prepares clay to be used by removing air bubbles that may exist.
Earthenware​ - Type of clay often used in schools. It comes in white or red.
Slip​ - Liquid clay. Clay with a lot of water added to it. It is used as glue to hold clay pieces
together. Used to fasten pieces of clay together so that they don’t fall apart in the kiln. Slip
keeps pieces attached as the clay shrinks while drying.
Leather-Hard - Clay that has been dried for a few hours. Slightly cool to the touch. Not dry
enough to go into kiln.
Greenware​ - Clay that is dry enough to go into the kiln. This takes about a week.

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Bisque ​- First firing. Clay is fired twice if a glaze is used.
Glaze​ - Applied to clay if the piece is going to hold liquid.
Pinch​ - When figures are used to pinch and poke a lump of clay into any shape.
Jomon Pots​ - Japanese coil pots from the period 1050 - 300 BC. Considered the earliest form of
pottery.

D. TEACHER INSTRUCTION:
1. The teacher will discuss what clay is and provide an overview of the how clay was
formed through weathering from the erosive force of glaciers, which is a process that
takes thousands of years which is why we consider it nonrenewable.
2. Pictures of clay deposits (particularly glacial varves) will be shared with the class.
3. If possible a field trip to a local site of clay deposits would enhance the students’
understanding that clay is naturally made and is a nonrenewable resource. Clay beds are
prevalent in MA, CT, VT, NH, ME, and NY and there is likely one close to the school.
4. The concept that clay is a non-renewable resource will be discussed.
5. Photographs of coiled clay pots will be shared with the class. Highlighting the oldest
known form of pottery; Jomon pottery created by the Japanese 1050 - 300 BC. The
teacher will present the work of Linda Dangoor, a contemporary ceramics artists whose
coil pots are often inspired by rock formations.
6. The teacher will describe the process of creating a coil clay pot using and explaining
vocabulary.
7. The teacher will provide a handout on how to create a coil pot, which will supplement
teacher demonstrations and visual aids in classroom.
8. The teacher will incrementally demonstrating the following throughout multiple class
periods in succinct 5-10 minute demos:
● How to remove the air bubbles from the clay by using the wedging technique.
● How to form a long coil which is the structure of the pot.
● The types of coils that can be incorporated into their piece.
● How to cut out a slab for the container’s base, using a template and how to attach
a coil to a slab by pinching.
● How to make slip (clay, water, and vinegar) which is used to make clay stick.
● How to make ropes. Place a ball a clay between palms and roll back and forth
until piece is about the size of a small sausage. Place clay on mat or table and
gently push the clay back and forth until it starts thinning out. Slide hands
outwards as you roll. Ropes do not have to be skinning or perfect. The rope
needs to be long enough to wrap around the base.
● How to brush slip onto the base, place rope on top and brush rope with some slip.
● How decorative coils can be incorporated into the piece.
● How to add a handle for students interested in one or two handles.

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 ● Reinforce the importance of using the slip through the entire process. Without the
proper use of slip the piece will fall apart in the kiln.
● Alternate technique using the coil for the base.
● If clay used requires a kiln for drying pot needs to air dry for 7-10 days before
going into the kiln. Air dry clay can be used if a kiln is not available.
● Class will paint the pot if desired in a future lesson.

E. QUESTIONS TO GENERATE DISCUSSION:

● What is a nonrenewable resource?
● What nonrenewable resources do you use during the day?
● Many of you have probably worked with clay before. Where do you think that clay is
from? Is it manufactured for artist to use?
● Knowing that clay is a nonrenewable resource how does that impact your use of clay as a
material for artmaking?
● How should artists consider the renewable/nonrenewable nature of materials when
selecting the materials they use?
● What can artists do to conserve the materials they work with?
● What can artists do to respect the material they use and where those materials came
from?
● How can clay as a physical material influence the concepts and themes of your artwork?

North American Glacial Varve Chronology Project, ​Tufts University

F. LEARNING ACTIVITY:
The students will complete the following procedures to create a coil pot:
1.) Remove air bubbles and create consistency in their clay by using the wedging technique.
2.) Decide on the bottom shape and size. Also, decide if a flat slab will be used or coils.

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 3.) If a slab is being used - roll out a slab of clay about .5 inches thick. And cut out the
bottom of the pot using a stencil.
4.) If coils are being used - begin rolling out the coils and create a base with the coils.
5.) After base is made - roll out long coils that are long enough to form a complete
circumference of the pot.
6.) Score the circumference of the bottom and lay the first coil on top. Apply slip with a
brush and pull down the sides of the coil with your fingers into the bottom slab to merge
the material together.
7.) Score the top of the coil and lay down your second coil.using slip to adhere the coils.
8.) Students will incorporate decorative coils to their piece or handles.

Allison Shilling ​Untitled, ​2006 Allison Shilling ​Untitled, ​2001

G. DIFFERENTIATION:
● Step by step instructions will be posted on the board along with a handout on how to
make a coil pot.
● Students may pair off if additional peer help is needed to complete the assignment.
● Teacher will actively engage with the students by walking around the room while the
coils are being made to identify anyone who is have trouble with dexterity.
● The teacher will have premade coils for students who do not have the dexterity to make a
coil.
● ELL students can buddy up with another student so they can observe the techniques used
to create a coil bowl.

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 Renewable Resources: Handmade Paper
5th Grade

​Nicholas ​Untitled, ​2011 Patricia Littlefield ​Untitled, ​Contemporary

Allison Shilling
March 17, 2018
14
Introductory Information:
● Visual Art
● Grade 5
● Class Size: 20 students
● Class Period: 50 minutes
● Lesson topic/description: Students will learn about renewable resources and human
dependence on these resources. They will work with recycled paper as an example of a
resource that is renewable. Students will create handmade paper and include elements of
their natural environment. Their handmade paper will reflect their understanding of the
renewable resources and factors artists consider when selecting the materials for their
work.

STAGE 1: DESIRED RESULTS

A. ENDURING UNDERSTANDINGS:
Students will understand that…
● Renewable resources are those that can be replaced if used wisely.
● Artist can be inspired by the natural world and select materials based on the care of the
environment, and these choices reflect the intent and identity of the artwork.
● Artist can rely on their local resources to create work.

B. ESSENTIAL QUESTIONS:
● How do artists interact with the natural world and the renewable resources that they use
to create their art?
● How can the material that artists use when they make a work of art influence both form
and content?
● How can the artist promote a wiser use of resources?

C. STATE STANDARDS ADDRESSED:

Visual Arts:
● PreK-12 Standard 1: Methods, Materials, and Techniques
Students will demonstrate knowledge of the methods, materials, and techniques unique to the
visual arts.
● PreK-12 Standard 3: Observation, Abstraction, Invention, and Expression
Students will demonstrate their powers of observation, abstraction, invention, and expression in a
variety of media, materials, and techniques.
● PreK-12 Standard 10: Interdisciplinary Connection

15
Students will apply their knowledge of the arts to the study of English language arts, foreign
languages, health, history, and social science, mathematics, and science and
technology/engineering.
Science:
● ESS3 Earth and Human Activity 5-ESS3-1
Obtain and combine information about ways communities reduce human impact on the Earth’s
resources and environment by changing an agricultural, industrial, or community practice or
process.

D. ACQUISITION/ LEARNING OBJECTIVES:

● Students will know what a renewable resource is and be able to identify paper as a
renewable resource.
● Students will explain how hand made paper is made.
● Students will be aware of the factors that artists consider when deciding on materials and
be able to incorporate the factor of renewable/nonrenewable resources.
● Students will be skilled at the steps involved in making handmade paper an be able to
make 5” x 7” sheet or sheets of paper.

STAGE 2: ASSESSMENT EVIDENCE

A. PERFORMANCE TASK OR FINAL PRODUCT:
The final project will be a 5” x 7” piece of handmade paper made
out of recycled paper. The paper may include natural elements
from the students environment such as leaves, flowers. ferns, small
twigs for function or form.

B. CONTINUUM OF ASSESSMENTS:
● Students are engaged in a discussion of renewable
resources and share their understanding of renewable resources.
● Students are able to incorporate knowledge from previous
lesson on non renewable resources into the discussion.
● Students share their personal thoughts regarding renewable
resources and how it impacts an artist’s use of materials.
● Students work cooperatively. Assisting other students who
need help.
● Students develop a personal aesthetic and intention for how
their paper will be displayed and viewed.

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STAGE 3: LEARNING PLAN

A. MATERIALS AND EQUIPMENT:

● Recycled paper from the art room, school, and from student’s homes.
● Plastic bucket
● Water
● 8-inch of deeper plastic tub
● 2 wooden 5” x 7” picture frames
● Blender
● Iron (Can dry paper using the sun if your don’t want to use an iron in the classroom. Or
teacher could be in charge of the iron)
● Plastic 7” x 9” window screen
● Duct tape
● Newspaper
● Muslin towels or old bed sheets
● Local plant materials - flowers, grasses, feathers, ferns, leaves

B. RESOURCES​: ​VISUALS, TEXT, MEDIA AND WEB

Marks, E. A. (2005). Art Unit: Creating Handmade Paper from Plants. Retrieved March 17,
2018, from ​https://www.incredibleart.org/lessons/middle/Elizabeth-paper.htm​.

D'Amico, E. (n.d.). Handmade Paper - Make your own Paper Lesson Plan: Recycling for Kids -
Art on a Shoestring (Making art from recycled materials). Retrieved March 17, 2018, from
https://kinderart.com/art-lessons/crafts/making-handmade-paper/​.

Handmade Paper: How to make paper from recycled material. Retrieved March 17, 2018, from
http://www.dnr.state.wi.us/org/caer/ce/eek/teacher/pdf/16-Handmade_paper.pdf​.

Hachiyanagi, R. (n.d.) Portfolio. Retrieved March 18, 2018, from

https://www.mtholyoke.edu/~rhachiya/portfolio.html#​.

Images from Pinterest:

Nicholas. (2011, March 6). Making Paper. Retrieved March 20, 2018, from
http://kidscreativearts.com/?p=788​.
Ma'ariv, N. (2011, June 19). Man, Nature, Paper: A look at the "Ali Alayar". Retrieved March
20, 2018, from ​https://www.makorrishon.co.il/nrg/online/1/ART2/251/685.html​.

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Littlefield, P. (n.d.). Handmade Paper Collage. Retrieved March 20, 2018, from
http://www.littlefieldstudios.com/newhandmadepaper.html​.

Volrath, L. (2005). Easy Paper Making. Retrieved March 18, 2018, from
http://gomakesomething.com/ht/papermaking/papermaking/​.

Hunter, I. (n.d.) Trees and Water. Retrieved March 19, 2018, from
http://www.ingahunter.com.au/blue-mountains-landscapes/blue-mountains-landscapes-gallery/tr
ees-and-water/view​.

Rie Hachiyanagi ​houses of beings: language, ​contemporary

C. VOCABULARY WITH DEFINITIONS:

Handmade Paper - paper that is not made in modern paper mills

Recycled Paper - paper that students will reuse for their project
Renewable Resource - ​ Any resource, such as wood or solar
energy, that can or will be replenished naturally in the course of
time.
Screen - plastic screen that is commonly used in windows
Blender - common household blender
Frames - Wood from two identical picture frames - used to
construct mould and deckle
Mould and Deckle - two frames stacked on top of each other with
a screen in between. - used as a form for the wet paper.
Pulp - mixture of water and paper that has a wet mush
appearance ​Rie Hachiyanagi ​Inspirare, ​contemporary

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Couching - Newspapers, muslin towels or old bedsheets stacked up to absorb the water from the
wet paper.
Blot - gentle removing of water from the paper with a sponge or newspaper
Iron - common household iron

D. TEACHER INSTRUCTION:
1.) The teacher will show examples of handmade paper including the conceptual work of
Massachusetts-based Japanese artist Rie Hachiyanagi to show the boundless possibilities
of paper as an artist’s medium. The teacher will lead a See | Think | Wonder activity on
one of Hachiyanagi’s pieces.
2.) The teacher will provide an overview of the history of paper explaining that Egyptians
made a type of paper from the plant papyrus. The Chinese made paper out of old fishing
nets and ropes. The Japanese made paper from gampi and mitsumata plants.
3.) During the Industrial Revolution of the 18th century, machinery was invented that could
mass-produce paper.
4.) On average (depends on the type of tree and the type of paper) it takes about 4 tons of
wood (around 10 trees, 70 feet tall and 10 inches in diameter) to make a ton of paper.
5.) The concept that paper is a renewable resource is discussed.
6.) The teacher will describe the process of creating handmade paper using and explaining
the lesson’s vocabulary. The teacher will provide a handout on how to create handmade
paper.
7.) The teacher will demonstrate the following throughout multiple class periods in succinct
5-10 minute demos:
● How to use recycled paper to make pulp in a blender
○ Tear up recycled paper into ½” squares.
○ Soak the pieces in a tub
○ Put a handful of wet paper in blender and fill with water
○ Pulse for about 12-20 seconds
● Teacher will have the mould and deckle made in advance
● Teacher will have the receiving area (couching) prepared in advance
● The pulp is poured into a plastic tub. At this point in the process the teacher will
demonstrate how other elements can be added to the pulp to connect the artist to
the natural world.
● The teacher will demonstrate how to use the mould and deckle to shape the paper.
● The teacher will demonstrate how the paper is removed from the mould and
deckle and carefully placed on the couching materials.
● The teacher demonstrates the blotting process and the drying process. The
teacher can choose to dry with an iron, between newspapers or in the sun.

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E. QUESTIONS TO GENERATE DISCUSSION:
● What is a renewable resource?
● What renewable resources do you use during the day?
● How does the what we learned about nonrenewable resources and renewable resources
impact your decision on materials to use as an artist?
● Should artist consider the materials they use in regards to the environment?
● Can artists make a statement about resources?
See | Think | Wonder Artful Thinking Activity on Rie Hachiyanagi’s work:
● What do you ​see​?
● What do you ​think​ about what you see?
● What do you ​wonder​ about?
● What if this artwork were made out of clay. How would that change our perception of
the piece?

F. LEARNING ACTIVITY: The students will….

1.) Tear up used paper into tiny pieces (½ inch or smaller).
2.) Soak paper pieces in bucket.
3.) Fill blender three-quarters full of paper pieces and water. Start blender on low with
pulsing until it becomes pulp (wet mush appearance).
4.) Pour the pulp from the blender into the plastic tub and repeat the pulp blender process
until there is enough the plastic tub to submerge your screen by at least 4 inches. Mix the
pulp in the plastic tub with your hand.
5.) Can add forest plant materials into the wet pulp and mix. Can add food color.
6.) Lower the screen into the plastic tub. Lift the screen up holding it level and letting the
water drip back into the tub.
7.) Remove the top frame. Turn upside down so paper is resting on the newspaper blotter.
Gently sponge the excess water off the paper through the screen. Remove most of the
liquid.
8.) Peel off the screened frame.
9.) Close the opened newspaper over the handmade paper and use a warm iron to dry it.
Alternative is to dry in the sun or cover with newspapers and towels and place heavy
books on top for 24 hours.
10.) Students will use handmade paper for a future assignment. Handmade paper can be
used as a journal cover. Students can also draw or paint a picture of some aspect of the
forest resource on the paper. Or mount a poem about the trees. Students can mount a
leaf or fern from their local environment on the paper. Students may hang their paper as a
tapestry utilizing found materials related to their paper to display their work.

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 Igna Hunter ​Trees and Water, ​Contemporary Lisa Volrath ​Untitled, ​2005

G. DIFFERENTIATION:
● Step by step instructions will be posted on the board along with a handout on how to
make handmade paper.
● Students may pair off if additional peer help is needed to complete the assignment.
● Teacher will be actively involved in using the blender and help anyone that needs
assistance.
● ELL students can buddy up with another student so they can observe the techniques used
to create handmade paper.
● Students who work quickly will develop aesthetic additions to their paper.

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 Recycled Resources: Wall Mural
5th Grade

Alana Jo-Mann ​Hello Summer!, ​2014

Allison Shilling
March 17, 2018
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Introductory Information:
● Visual Art
● Grade 5
● Class Size: 20 Students
● Length of class period: 50 minutes
● Lesson topic/description: Students will learn about recyclable resources and human
dependence on these resources. They will work with recycled lids, as an example of a
resource that can be recycled and used to create significant art and produce beauty instead
of waste. Artists such as El Anatsui and Louise Nevelson will be studied as inspiration
for the class’ work.

STAGE 1: DESIRED RESULTS

A. ENDURING UNDERSTANDINGS:
Students will understand that…
● Recycled resources are valid artistic materials that can be used to create significant pieces
of art.
● Artists can be inspired by the natural world and work with consciousness of material
selection and how material use impacts the environment.
● Materials influence how artists make their work and how viewers perceive it.

B. ESSENTIAL QUESTIONS:
● How do artists interact with the natural world and the resources that are available for their
art making?
● Can the artist promote a wiser use of resources by using recycled materials in their work?
● How does the artist determine the resources used for their art (nonrenewable, renewable,
recycled)?
● What is the visual impact of artwork that glorifies raw materials and industrial elements,
particularly when they are exhibited in museums and galleries?

C. STATE STANDARDS ADDRESSED:

Visual Arts
● PreK-12 Standard 1: Methods, Materials, and Techniques
Students will demonstrate knowledge of the methods, materials, and techniques unique to the
visual arts.
● PreK-12 Standard 3: Observation, Abstraction, Invention, and Expression
Students will demonstrate their powers of observation, abstraction, invention, and expression in
variety of media, materials, and techniques.

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 ● PreK-12 Standard 10: Interdisciplinary Connection
Students will apply their knowledge of the arts to the study of the English language arts, foreign
languages, health, history, and social science, mathematics, and science and
technology/engineering.

Science
● ESS3 Earth and Human Activity 5-ESS3-1
Obtain and combine information about ways communities reduces human impact on the Earth’s
resources and environments by changing an agricultural, industrial, or community practice or
process.

D. ACQUISITION/ LEARNING OBJECTIVES:

● Students will know what a recycled resource is and be able to identify recycled resources
that can be used to create art.
● Students will be aware of artists who use recycled materials in their artwork and the
history of recycled materials in artwork to inform their own work.
● Students will work collaboratively to create a mural with recycled materials, specifically
a wide range of lids.

STAGE 2: ASSESSMENT EVIDENCE

A. PERFORMANCE TASK OR FINAL PRODUCT:
● The final product will be a collaborative wall mural made of recycled lids. The project
will reflect the artists that the class has studied who use similar recycled materials to
create art. The mural should be neat with lids securely fastened. Theme of mural should
reflect the unit study of resources.

El Anatsui ​Untitled, ​Contemporary

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B. CONTINUUM OF ASSESSMENTS:
● Students are engaged in a discussion of recycled art.
● Students share their thoughts regarding recycling and how it impacts an artist’s use of
materials.
● Students work cooperatively with each other to determine the theme of the mural and
collaboratively create the mural.
● Students assist each other in the process of creating the mural and follow the suggestions
for creating a positive environment for everyone.

STAGE 3: LEARNING PLAN

A. MATERIALS AND EQUIPMENT:

● Recycled lids - variety of materials, shapes, sizes, and colors
● Glue
● Recycled board or wood to use as background
● Recycled remnants from previous art projects
● Possibly wire or string recycled plastic bags
● Awl

B. RESOURCES​: ​VISUALS, TEXT, MEDIA AND WEB:

Anatsui, E. (n.d.). El Anatsui. Retrieved March 17, 2018, from ​http://el-anatsui.com/​.

Art21. (n.d.). El Anatsui. Retrieved March 17, 2018, from ​https://art21.org/artist/el-anatsui/​.

ICA Boston. (2017, October). Icaboston.org. Retrieved March 17, 2018, from
https://www.icaboston.org/exhibitions/mark-dion-misadventures-21st-century-naturalist​.

Louise Nevelson Biography, Art, and Analysis of Works. (n.d.). Retrieved March 17, 2018, from
http://www.theartstory.org/artist-nevelson-louise.htm​.

Mollie's Mom. (2012, February 29). We Are Leaping Into St. Patrick's Day Fun!! Retrieved
March 17, 2018, from ​http://madebymolliesmom.blogspot.com/2012/02​.

Przybylek, S. (n.d.). Recycled Art: History & Materials. Retrieved March 17, 2018, from
https://study.com/academy/lesson/recycled-art-history-materials.html​.

Images:

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Evans, K. (2013, November 21). Artists Join Scientists on an Expedition to Collect Marine
Debris. Retrieved March 17, 2018, from
https://www.smithsonianmag.com/science-nature/artists-join-scientists-on-an-expedition-to-colle
ct-marine-debris-180947807/​.

Jones-Mann, A. (2014, June 20). Hello Summer! Retrieved March 17, 2018, from
http://alanajonesmann.com/2014/06/hello-summer-2/​.

Lindenfeld Hall, S. (2018, February 23). Marbles Kids Museum's walls to have new story to tell
with giant mural in progress now. Retrieved March 17, 2018, from
http://www.wral.com/marbles-kids-museum-s-walls-to-have-new-story-to-tell-with-giant-mural-i
n-progress-now/17366987/​.

M. (2012, April 2). Preparing for a Girl Scout Workshop! Retrieved March 17, 2018, from
http://artdesignimagination.blogspot.com/2012/04/preparing-for-girl-scout-workshop.html​.

Mark Dion ​Cabinet of Marine Debris, ​2014

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C. VOCABULARY WITH DEFINITIONS:
Recycled Art​ - Creative work that’s made from discarded materials that once had another
purpose. Sometimes called “junk art”.
Found Objects - ​Objects made for other purposes that find their way into art.
Dada​ - ​A​n art​ ​movement formed during the First World War in reaction to the horrors of the
war. The​ ​art is often satirical and nonsensical in nature. ​The art confronted the viewer’s
expectations and challenged ideas about art. Used discarded items.

D. TEACHER INSTRUCTION:
1.) The teacher will discuss that art can be made out many things, including discarded
materials and trash.
2.) The teacher will explore with the class the history of recycled art from the early 20th
century through today. Discussing Pablo Picasso invention of the collage, Marcel
Duchamp and the Dada movement, Isa Genzken’s use of industrial materials, and Louise
Nevelson use of objects gathered from urban debris piles. Contemporary artists Mark
Dion and El Anatsui are examples to be shown of present-day criticism and approaches to
recycled art.
3.) Pictures of artists’ work from recycled materials will be shared with students.
4.) El Anatsui’s work with bottle caps will be studied and used as a springboard for a mural
using the class’ collection of plastic and metal caps. An Art 21 video of El Anatsui’s
process working in his studio will also be shown.
5.) Prior to the lesson the teacher and students will collect discarded caps of all shapes, sizes,
colors and materials.
6.) The teacher will lead a brainstorming session on the theme of the mural.
7.) The teacher will reinforce how to work collaboratively.
8.) Once a theme of the mural is determined, the teacher will lead a discussion and planning
session on the design of the mural focusing on color and composition focusing on the
principles of design to form an aesthetically intriguing and intentional work of art.
9.) Once the composition of the mural is finalized the teacher will instruct the class on how
to draw the outline on the board. Small groups will work together to draw sections.
10.) Small groups will work together arranging the lids on the mural.
11.) Teacher will provide instruction on how to glue lids to the mural and how other
materials from the art room recycling bin can be used to enhance the mural.
12.) Small groups will work on different sections of the mural gluing and tying lids and
adding other recycled items.
13.) The teacher will continually reinforce that the mural is a collaborative project and
promote a positive atmosphere.​ ​Playing upbeat music during the gluing process would
add to a positive group experience.

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 El Anatsui ​Untitled, ​Contemporary Louise Nevelson ​Sky Cathedral, ​1958

E. QUESTIONS TO GENERATE DISCUSSION:

● What is a recycled resource?
● Is recycled art serious art or is it crafts?
● How have you used discarded items to make something new?
● What responsibility do artists have to use materials wisely and to consider recycled
resources in their art making?
● How can we work together so everyone has a voice and feels included?
● How can we make this a positive and engaging experience for everyone?
● What is one specific thing that you can do to encourage someone in your group?

F. LEARNING ACTIVITY:
The students will complete a mural made out recycled lids as a collaborative assignment.
1.) Prior to the lesson class will collect discarded lids of all sizes, shapes, colors and
materials.
2.) Using El Anatsui’s artwork made of bottle caps as inspiration, the class will brainstorm
an idea for the theme for a class mural using recycled lids. Theme should reflect class’
learning on material resources.
3.) Class will work in small groups to draw the mural outline on the mural board.
4.) Class will work in small groups on different sections of the mural arranging and gluing
the lids on the board.
5.) Students will add enhancements from the art room recycle bin.

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Allison Shilling, Collected caps and lids 2018 Unknown Artist, Marble Kids Museum 2018

G. DIFFERENTIATION:
● Instructions on how to glue the caps on the board will be posted.
● Suggestions on how to create a positive collaborative environment will be posted.
● Students can pair off to assist ELL students or students with disabilities.
● Height of the mural can be adjusted to accommodate students in wheelchairs.

H. PROJECT VARIATION:
● The class could work in collaboration with a school or local community garden to create
a site-specific bottle cap installation.

Melanie ​Untitled, ​2012

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