Understanding by Design Lesson Plan
Lesson Topic: Junk Art
Stage 1 – Desired Results
Established Goal(s):
The ability of a material to be used and reused continuously in the form of art over a significant period
of time of which is produced for the wider impact of the world and its reception in relation to its
environment.
Understanding (s): I am teaching students:
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the concept of one man’s trash is another
man’s treasure so that kids come to
understand that recycled objects can be
used to create art.
how artists come up with ideas so that kids
come to understand the process of concept
(paper) to production (physical artwork).
how to create “junk art” so that kids come
to understand there are many different uses
for materials we’d normally throw away.
junk art is sustainable so that kids come to
understand that as a goal it is an idea of a
world where people care for and nurture
the environment and each other.
Essential Question(s):
 Is one man’s trash another man’s treasure?
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In what ways can we reuse objects we’d
normally throw away to create something
else?
How does an artist come up with an idea?
Where does an artist get inspiration from?
How does an artist go from idea to the
actual piece of art?
How is creating art out of junk sustainable?
Is this process always desirable? When is
it/isn’t it?
How can you use critiques as a form of
feedback in other subjects besides art?
How can creating junk art be beneficial to
our environment and world?
Student objectives (outcomes):
Students will know…
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the concept of ‘one man’s trash is another man’s treasure’ by choosing recyclable objects to be a
treasure and a trash.
explore various contemporary arts, including “junk art.”
Students will be able to…
 Students will compare and contrast various works of art and learn some of the basic art language.
 Students will discuss sustainability in relation to art and other subjects
 Students will plan, design and develop a concept and physically execute it in the form of 3D art.
 Students will finish the planning process and begin creating their project.
 Students will create a robot-form artwork out of recyclable materials and/or junk.
 Students will finish their projects and reflect by filling out a self grade sheet and completing a
written critique reflection.
Performance Task(s):
Stage 2 – Assessment Evidence
Other Evidence:
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Students will complete the following
sculpture from various materials:
- A 3D robot or space vehicle
Writing critiques
Planning organizers
Class Discussion
Sketch Pad
Stage 3 – Learning Plan
Materials: collected various materials and I also had students bring in materials to share and use for the
project over the course of a few days.
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Cardboard
Xacto knife or sharp scissors
Cutting mats
Glue (hot glue, elmer’s, stick glue)
Pencils, markers, crayons
Paper/Magazines/Newspapers
Bottles/Cans/Tins
Fabric
Paint (acrylic or tempera)
Lids or caps, small containers
Straws
Stickers, beads, etc.
Any other ‘found’ or ‘junk’ material
Learning Activities:
Day 1
45 minutes
Introduction:
Objective: Students will explore the concept of ‘one man’s trash is another man’s treasure’ by choosing
recyclable objects to be a treasure and a trash.
DOL: Written reflection of quote.
Essential Questions: Is one man’s trash another man’s treasure? In what ways can we reuse objects
we’d normally throw away to create something else?
Enduring Understanding: I am teaching the concept of one man’s trash is another man’s treasure so
that kids come to understand that recycled objects can be used to create art.
** Have random “junk” objects on each table when the students walk into the classroom.**
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“One man’s trash is another man’s treasure” (Identity)
o I will choose one object that I consider a “treasure” and another that I consider “trash.”
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Explain to class why I chose these particular objects.
o Instruct students to look through the objects on each table and to choose for themselves
one treasure and one trash. Students will write a written reflection on why they chose
each object. Have them include the following:
 How choosing these particular objects relates to them as a person and who they
are.
 Taking a second look at each object what could you possibly do with them besides
throw them away or recycle them?
 While they are choosing their objects share the following quote and have them
write down what they think it means.
 “Eliminate the concept of waste — not reduce, minimize, or avoid
waste…. but eliminate the very concept: by design.” – William
McDonough & Michael Braungart (quote will also be posted in the
classroom)
o After students are finished writing their reflections, have a class discussion about the
activity.
 Ask for volunteers to share their reflections with the class.
Have a discussion with the class about what kinds of recyclable objects they save and reuse for
something else.
Talk briefly about the importance of recycling and how many everyday items contain recycled
materials. Ask if anyone has an example, show personal example: chap stick tube
Homework: Instruct students to bring in as many recyclable objects as they can over the next two
days. Give them examples: milk cartons, plastic, cans, cardboard boxes, paper towel rolls, etc.
Objective: Students will explore various contemporary arts, including “junk art.” Students will compare
and contrast various works of art and learn some of the basic art language.
Students will discuss sustainability in relation to art and other subjects.
DOL: Checklist
Essential Questions: Is “junk art” a sustainable form of art? Why or why not?
Enduring Understanding: I am teaching critical thinking in art so that kids come to understand that
they can choose for themselves whether they believe something to be art or not.
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Introduce various works of art (including junk art, Heidelberg project* etc.)
o What do you see?
o Is this art? Why or why not?
o What makes something art?
o What is sustainability? Is this a form of sustainable art? What makes something
sustainable?
Introduce sustainability project (handout/checklist)
Remind students that they will need to bring in recyclable objects to use for their project
tomorrow
Resources: The Heidelberg Project Videos
Objective: Students will plan and develop a design a concept to be physically executed it in the form of
3D art.
DOL: I will plan a robot to create out of junk art with labels as to the pieces I will use.
Essential Questions: How does an artist come up with an idea? Where does an artist get inspiration
from? How does an artist go from idea to the actual piece of art?
Enduring Understanding: I am teaching how artists come up with ideas so that kids come to
understand the process of concept (paper) to production (physical artwork).
Anticipatory Set: Have assignment written on the blackboard: In your sketchbook write down three
ways you use to come up with new ideas. Now write down three things that inspire you. (5-7 minutes)
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After students are finished ask for some volunteers to share how they come up with new ideas.
Prompt the students with questions:
o How do you think artists come up with new ideas?
o What kinds of things do you think usually inspire artists?
o How does this relate to what you wrote down in your sketchbook?
o After an artist comes up with an idea what do you think they do next?
Review project hand out with students and remind them that they will be using various items like
straws, newspaper and noodles and gumdrops to create something new as practice for their final
sculpture project.
Thinking Process: How artists organize their concepts (hand out check list)
o Generate a concept by brainstorming or researching (students may do this however it
works best for them: bullet list, sketching, idea web, etc.)
o 3-5 thumbnails
 You have an idea so how are you going to execute it?
 Look at the concept from all possible angles, which fits best?
 Which ones work? Which ones don’t? (Working out the details)
o Evaluate your materials – what do you have that will work? What do you need?
o Revising and polishing – come up with a final, more detailed sketch of what you want to
do and how you will do it. Be sure to include your materials and where they will go.
o From concept (paper) to production (creating actual artwork)
 Is there something you thought would work but it didn’t?
 It’s okay to change or rearrange – it’s all a part of the thinking process of an artist
o Evaluating finished product – do you need to rework it? How has it changed from your
original design and/or concept?
Give students time to go through the thinking process (check sheet) and work out their ideas.
Circulate room and assist students as needed.
Closure: Remind students to bring in any extra objects they may want to use for their project and
make a list of materials needed in their sketchbooks.
Day 2:
Objective: Students will create artwork out of recyclable materials and/or junk. Students will also learn
the process of artist critiques and go through one with those at their table.
DOL: Students will log their progress and write the next steps. Except for Day seven where they obtain
feedback from others in class.
Essential Questions: How can you use critiques as a form of feedback in other subjects besides art?
Enduring Understanding: I am teaching artist critiques so that kids come to understand that artists use
them as a form of feedback and a tool for growth and improvement.
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Work Day
Critique (unfinished) Day 7
o Explain that artists use critiques as a form of feedback from other artists.
o Have each table work as a group; students will take turns telling the other students in their
group about their project. Have students share:
 One thing that is going really well.
 One thing they would like their classmates to give them a suggestion with.
Independent Work
o After the midpoint critique allow students to being working on their projects
o Circulate and assist students as needed
Closure: Raise your hand if you felt like the critique was helpful. Ask for a few volunteers to
share why critiques are important for artists to participate in.
Day 3
Objective: Students will finish their projects and reflect by filling out a self grade sheet and completing
a written reflection.
DOL: Reflection Sheet filled in and grade given on Rubric.
Essential Questions: How can creating junk art be beneficial to us as individuals and as a part of the
community? Is this always a desirable goal?
Enduring Understanding: I am teaching that junk art is sustainable so that kids come to understand that
as a goal it is an idea of a world where people care for and nurture the environment and each other.
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Final Work Day – Students may use this day to finish up their projects in class, along with selfgrading sheet and written reflection.
o Anything not finished in class will be homework.
Written Reflection