Solution to Pollution Collage
Art Lesson Plan
Unit theme: Effects of Pollution
Lesson: Solution to Pollution Collage
Integrated subject: Science
Level: 5th grade
Lesson: Solution to Pollution Collage
Integrated subject: Science
Level: 5th grade
Projected Time
30 Minutes
Lesson Overview
As a final project to wrap up the unit on pollution, students will create a "solution to pollution" collage. The collage will be the students own creation that solves the issue of pollution. They will think about the question "What if factories produced something other than smog, smoke, and pollution?" and create a skyline full of colorful alternatives to pollution.
Teacher Exemplar
Visual Culture Component
Visual culture connections to pollution can be made in multiple places. Students can connect this project to the book or the movie "The Lorax" and see the effects of pollution on the city of Thneed-Ville. Students can also connect pollution to seeing trash on the beach and in the ocean. If I were teaching this in the area I am (Cleveland, OH) from a big connection could be the Cuyahoga River catching on fire in 1969 due to the enormous amount of sludge and muck floating on top of the river.
Vocabulary
Science Terms
Pollution: when the environment is contaminated, or dirtied, by waste, chemicals, and other harmful substances. There are three main forms of pollution: air, water, and land.
environment: All the physical surroundings on Earth are called the environment. The environment includes everything living and everything nonliving. smog: fog mixed with smoke : a cloud of dirty air from cars, factories, etc., that is usually found in cities |
Art Terms
Collage: a work of art that is made by attaching pieces of different materials (such as paper, cloth, or wood) to a flat surface
Layering: a covering piece of material or a part that lies over or under another Composition: the way in which something is put together or arranged |
5th Grade Science Standards (2005)
Standard 5-3:
The student will demonstrate an understanding of features, processes, and changes in Earth’s land and oceans. (Earth Science) Indicator 5-3.6: Explain how human activity (including conservation efforts and pollution) has affected the land and the oceans of Earth. |
5th Grade Visual Arts Standards (2010)Standard 1: The student will demonstrate competence in the use of ideas, materials, techniques, and processes in the creation of works of visual art.
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Objectives
- The student will be able to identify alternative solutions to pollution produced by factories.
- The student will be able to create a collage inspired by Dante Terzigni's "Flower Factory".
- The student's final product will have an appealing composition and will be well crafted.
Procedure
- Start by reviewing the previous days lesson about the various causes of pollution, the effects of pollution, and how students can do their part to limit the effects of pollution.
- After the review, connect the lesson to artist Dante Terzigni. Show students his version of the pollution collage called "Flower Factory" and other examples of his artwork as well as give a short background on the artist himself. (7 minutes with previous step)
- Have students brainstorm out loud different ideas for their pollution solution collage. "Imagine if factories produced anything other than smog, smoke, and pollution." (3 minutes)
- Once students have brainstormed, pass out materials to students
- each student will get half a sheet of black paper, one sheet of grey paper, one sheet of white paper, 2 or 3 paper clips, a colored pencil (blue), x-acto knife, cutting mat, and glue (wait to give the rest of the supplies until after they have finished creating their background)
- BEFORE PASSING OUT X-ACTO KNIVES: instruct students on how to properly handle the blade. Do not cut towards yourself, always put the cap back on, do not cut towards your fingers, always cut on the cutting mat (cardboard), etc.
- Students should outline their skyline on the BLACK sheet of paper. (2 minutes)
- Paper clip the black paper and the grey paper together--MAKE SURE THE TOPS OF THE PAPER ARE LINED UP!
- Then using the x-acto knife, carefully cut out the skyline (be sure to stress the procedure and safety for the use of the exacto knife) (5 minutes)
- Unclip the papers and you will have two cut out skylines (one on the black paper and one on the grey)
- Take one of your skylines and trace it onto the white paper
- Color in the sky using your colored pencil (2 minutes)
- Stack the black, grey, and white papers together so that there is space between each and you can see the white paper (the bottom of the black paper will line up with the bottom of the with paper--the grey might hang over the edge but can be cut off at the end)
- Glue the grey to the white and then glue the black onto of those (2 minutes)
- Students may now be given a pair of scissors and scrap pieces of paper to create their "pollution alternatives" (5 minutes)
- Students can add things like flowers, bubbles, rainbows, soccer balls, butterflies, foods they like--pizza, burgers, fruit, etc., organic shapes, geometric shapes, and so on.
- Have students glue down the shapes once they have thought about their composition
- Students using their scissors or the teacher using a paper cutter should cut the bottom of their collage if the bottoms do not line up
- Have students sign their names on the bottom right corner and turn in their collages
- Students should throw away scraps and put all materials where they belong.
- Close the lesson by reviewing what they have learned today (sollutions to pollution, how to create a collage, how to use and x-acto knife
- 26 minutes estimate time to complete
Artist Connection
The pollution Solution collage is inspired by Dante Terzigini's "Flower Factory". Daniel is an Ohio native and lives just outside of Cleveland in Strongsville, OH. He has designed for The Cleveland Marathon, TOMS, 3M, IBM, GAP, American Airlines, and many more.
Another type of artwork that could be connected to the pollution theme is Reverse Graffiti. It is the process of using water, power washers, cloths, and scrub brushes to create works of art on dirty city walls or tunnels. The graffiti is sometimes used to promote certain environmentally friendly cleaning products. Artists include "Moose" (bottom left) and Scott Wade (bottom right).
Another type of artwork that could be connected to the pollution theme is Reverse Graffiti. It is the process of using water, power washers, cloths, and scrub brushes to create works of art on dirty city walls or tunnels. The graffiti is sometimes used to promote certain environmentally friendly cleaning products. Artists include "Moose" (bottom left) and Scott Wade (bottom right).
Evaluation
The student has created a collage that identifies alternatives to pollution.
The student's work is inspired by Dante Terzigini's "Flower Factory".
The student has thought of their overall composition.
The student used tools and materials in a safe manner.
The student will be evaluated on the craftsmanship/neatness of the final product.
The student's work is inspired by Dante Terzigini's "Flower Factory".
The student has thought of their overall composition.
The student used tools and materials in a safe manner.
The student will be evaluated on the craftsmanship/neatness of the final product.
Materials and Prep for Class
For a class of 18:
- 9 pieces of black construction paper (12X18)--cut in half to make 18 6X12 pieces
- 18 pieces of grey construction paper (12X18)
- 18 pieces of white construction paper (12X18)
- Scrap pieces of paper in various colors
- X-acto Knives or scissors with cutting matts
- paper clips--2 or 3 for each student
- Glue
- Colored Pencils
- Sharpies/markers/crayons
- Optional supplies: paper punches, sequins, glitter/glitter glue, stickers, etc.
Student Exemplars
Reflection
Three things that went well:
Three Things I would change:
- I think everyone created really interesting collages with creative details.
- The artist connections seemed to really interest everyone.
- I think the students used the X-acto knives safely/properly so I was not afraid someone was going to cut into the table or their fingers.
Three Things I would change:
- Some directions were too confusing even for college students. If I use more descriptive words (like hold the paper vertical to draw your skyline) I think it would have helped the students understand.
- I would have precut shapes to cut down on time or I would have supplied paper punches, decorative scissors, and other things to make the shape making process a little faster.
- I would have review more than just reading the vocabulary words so that I met my objectives.