Remixing the Ordinary- Instructor Miss Conway

Pollution is an untapped resource.

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Big Idea:
Lesson Title:
Grade:
Time Allotment:

Art allows us to breathe a second life into objects that were left discarded
giving them new meanings. The ordinary becomes extraordinary.
Second Lives: Remixing the Ordinary
8th Grade-High School (Adaptable)
5 days, 50 minute periods.

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Overview:
1. Rationale:
Art allows us to find the beauty in the mundane.
Students will explore the big idea that ordinary
objects can become extraordinary by getting the
chance to look at their own life and find something
mundane to give a new meaning or essentially a new
life. They will realize how waste impacts our earth
and how as artists we can re-invent items to give
them a second life.
2. Lesson Summary:
To explore this big idea, students will be looking at the Second Lives: Remixing the Ordinary
exhibition from the Museum of Art and Design and watch a video clip on the TerraCycle
Company website to understand how recycled materials can be used to create a new object.
Exploring different artists who use discarded objects in their artwork including the Terra Cycle
Company, Second Lives artists, Artist in Africa ( Sparkplug butterfly) , and jewelry artists will
expose students to many different types of artworks using found objects in different ways. As a
group they will identify what they throw away on a daily basis and get the chance to give those
items a second life. With their new knowledge about personal adornment they will create a
piece of jewelry out of found /recycled materials.
3. Artworks, artists and/or artifacts:
Cat Chow, Not for Sale, 2002
Tara Donovan, American Born, 1969
Yuken Teruya, Untitled, 2006
Stuart Haygath, Spectacle, 2006
Junior Fritz Jacquet
Susan MacMurray, A mixture of Frailties, 2004
Nicole Conway, Second Skin, 2009
John Dahlsen
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4. Key Concepts:
A found object indicates the use of an object which has not been designed for an artistic
purpose.
Objects hold history, meaning and purpose.
The original purpose and meaning of the object can change in the artwork.
A found object can speak to your identity as a person, a group, or a society.
People form relationships with objects.
5. Essential Questions:
How can a found object artwork be used?
How does the function/ meaning of the original object change?
What do these discarded objects say about the way we consume/live?
How does the object say something about your identity?
How does the object change in value?
6. Standards:
Pennsylvania Standards for Arts & Humanities
o Area 9.3.8: Critical Response
Standard A: Know and use the critical process of the examination of works in the arts
and humanities.
o Compare and Contrast
o Analyze
o Interpret
o Form and test hypothesis
o Evaluate/form judgments
(In groups students will analyze and evaluate their artists and artwork using the artist packets
and handout. Students will also analyze their peers artwork during the gallery walk completing
the praise and polish worksheet.)
Pennsylvania Standards for Arts and Humanities
o Area 9.1. 8: Production, Performance and Exhibition of Dance, Music, Theatre and Visual
Arts. Standard A: Know and use the elements and principles of each art form to create
works in the arts and humanities.
o Elements:
Visual Arts: color form/shape line space texture value
o Principles:
Visual Arts: balance contrast emphasis/focal point movement/rhythm
proportion/scale repetition unity/harmony
(Students will know and use the elements and principles to make their personal adornment
pieces.)
Pennsylvania Standards for Arts & Humanities
o Area 9.1.8: Production, Performance and Exhibition of Dance, Music, Theatre and
Visual Arts. Standard H : Demonstrate and maintain materials, equipment and tools
safely at work and performance spaces.
o Analyze the use of materials.
o Explain issues of cleanliness related to the arts..
o Explain the use of mechanical/electrical equipment.
o Demonstrate the selection of safe props/ stage equipment.
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o Demonstrate methods for storing materials in the arts.

(Students will analyze the use of materials and keep the room clean when using tools to make
their personal adornment piece. They will demonstrate effective storing methods of art
materials by placing their materials in a small brown bag in a labeled cabinet for each class.)
Pennsylvania Standards for Environment and Ecology
o Area 4.1.6D : Standard 4.3 Natural Resources:
Explain the costs and benefits of recycling in controlling resource use.
(Students will explore recycling and explain how waste affects our land by watching the Terra
Cycle Company video clip.)

Objectives:
The student will demonstrate
1. Knowledge:

Identify what trash is as a group by listing items they throw out on a daily
bases in their sketchbooks.
Identify what found object art and recycled art is through viewing the Terra
Cycle Company video clip online and looking at 5 artists by completing the
artist packet and art criticism worksheet.
Recall found object items by looking at 6 artists and playing a guessing game.
Identify by answering a bell ringer how the Terra Cycle Company and Second
Lives artists used discarded / found objects in their sketchbooks.
Identify what personal adornment is, and why people express themselves
through personal adornment by completing the personal adornment
worksheet.
Identify what type of jewelry they will make and brainstorm how they might
construct their piece on the Personal Adornment worksheet.
Identify how their found objects meaning may change by doing the golden
ticket activity.

2. Skills:
Sketch out 1 complete design of their jewelry piece in their sketchbook.
Create a personal adornment piece by applying their knowledge on found/
discarded materials.
Apply two techniques shown in the demonstration in their personal
adornment piece.
Apply their critical judgment skills by participating in the Praise and Polish art
criticism activity.
Write what they can do to help outsmart waste by re-using items overlooked
in their daily lives in their sketchbook.
3. Disposition:
Participate in all activities and listen to classmates during all class discussions.
Act in a professional manner when using art materials and supplies.
Reflect on their personal adornment piece through a Self Reflection
worksheet.

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Assessment
1. Assessment will be based on:
Diagnostic: Questions and Answers by Group Discussion
Formative: Help Given, Observations, Sketches and Continued Discussions
Summative: End result/ rubric (See attachment)
2. Teacher Self-Evaluation/Reflection:
1 2 3 4 5 6 7 8 9 10
Tips I learned while teaching this lesson (In teachers reflective journal)

Instructional Procedures:
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Day 1
1. Motivation/engagement:

To introduce the lesson, bring a black trash bag filled with materials they will be later using to
construct their artwork. Materials would include gum wrappers, water bottles, string,
newspaper, magazines, soda cans etc. Go around to the tables and ask a person at each table to
pick out a piece of trash. Proceed to ask students:
o
o
o

What type of things do you throw away at home?

How many people recycle in school or at home?
What are the things you picked out of the trash bag?

2. Development Procedures:
Show the TerraCycle company that uses recycled materials to make products.
Visit: http://www.terracycle.net/
Watch video clip, and give students a couple minutes to look at the products. Point out
the process of recycling, how it is important to our earth. Explain process.
Talk about the TerraCycle Company, ask students:
o
o
o

What type of discarded objects did you see on the site?

How did they re-use trash?
What products did they make out of waste?

Have students return to their tables. As a group, have students write out a list of materials they
throw out daily in their sketchbooks. Give students 5 minutes to complete this activity. When
students are done, as a class discuss the items they wrote down. To begin delving into the idea
of rethinking the ordinary prompt students with a quote :
Pollution is an untapped resource. Buckminster Fuller
Ask students what art materials do you use in class? Appropriate response: Paint, Clay, Markers
etc. Ask: Can we use the items found in the black trash bag to make art? Why not use
found/discarded objects? Can we be like the teracycle company?

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Now students will be given the chance to look at what artists have done with found/discarded
objects.
As a group students will receive artists packets that consist of 5 artists exploring non- functional
and functional artwork. Students will answer questions regarding the artwork using the art
criticism inquiry cards. (See attachment.)
Discuss findings as a class.
Explain to students that they are going to be like the artists and the TerraCyle Company by
making personal adornment pieces out of trash/discarded objects like the ones they picked out
of the black trash bag.

3. Culmination/Close:
Quick question review/guessing game. Pass out pictures of artworks made out of recycled items.
When each student gets a chance to look at all of the pictures it may be revealed what they are
made out of.
Have students go back to their trash list they made and have them brainstorm ideas of what to
collect for their project.
Assign homework: Review the list you made and bring in a discarded object or a piece of trash
next art class.

Preparation:
1. Teacher research and preparation:
Teacher must accumulate information on the artists Cat Chow, Jean Shin, Yuken Teruya, Stuart
Haygarth, and Tara Donovan. Artist packets, information and art criticism worksheet ready for
lesson.
Teacher must review the Teracycle Company and video clip.
Teacher must accumulate information and examples of found object art and recycled art.
2. Instructional resources:
Terracycle Company : http://www.terracycle.net/
Spencer, Dorothy. (2002) Found Object Art. Schiffer Publishing Ltd.
Second Lives: Remixing the Ordinary, Museum of Arts and Design.
3. Student Supplies:
Pencil , sketch paper, computer access

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Day 2
1. Motivation/Engagement:
While students are getting ready for class have a Bell Ringer question on the board:
o How did the TerraCycle Company and the Second Lives artists re-use trash and
discarded objects? Have students answer in their sketchbooks.
2. Procedure:
Teacher will begin to move lesson towards making a personal adornment piece out of found
objects students have collected. A picture of a piece of jewelry titled Second Skin will be set at
each of the tables. Students will have the chance to guess what the piece is made out of(Rubber Gloves). Point out the artist and artwork who also used rubber gloves in a different
way: Susan MacMurray, A mixture of Frailties, 2004 used in Day 1 guessing game.

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Students will complete a sketch to get them brainstorming ideas about their personal
adornment piece. Go over the worksheet and show books on jewelry in different cultures. Ask
them how jewelry is seen in our culture here in America.
Teacher will have a demonstration on techniques which can be used to create their personal
adornment piece. Students should incorporate at least two techniques in their project.
o Magazine Beads
o Wire Wrapping
o Jump rings
o Contact Paper
o Beverage can broaches/pendants
o Wall paper
o Gum wrapper chain
*Before the demonstration , have students brainstorm how they are going to construct their
piece (i.e. Hot glue, Epoxy, Elmers Glue, wire etc.) on their personal adornment sketch.
Students need to start with a base- the base which is recycled items such as a beverage can
bottom, baseball card holder, plastic circle disk, and card board disk. This will give students a
shape to start off with.
Go over safety procedures/rules used in the art classroom about using wire cutters, glues,
adhesives etc.
Teacher will need to collect all materials deemed possible to create their pieces. Note: students
should bring in materials they want to work with, teacher will also have things in the room for
those to use if they have not. Materials: plastic, paper, wall paper, soda cans, tooth picks, soda
tabs, gum wrappers, plastic bags etc. (Anything students want to use or is in the room to give a
new life.)

3. Culmination/Close:
To conclude the lesson, and find out what students have learned students will have to answer the
following: How do you think your found objects meaning might change? Students answer on a
small paper will become their golden ticket to get out of the classroom. Students must hand this
to the teacher before they leave.

Preparation:
1. Teacher research and preparation:
Research jewelry in our culture as well as other cultures.
Learn different techniques to show students.
Compile different materials from around the room to use for the lesson.
2. Instructional resources:
Clark, John. (2004) Jewelry of Tibet and the Himalayas. V&A Publications.
Hughes, Graham. (1972) The Art of Jewelry. The Viking Press.
LeVan, Marthe. (2005) Fabulous Jewelry from Found Objects. Sterling Publishing Company.

3. Student Supplies:

Sketching paper
Pencil
Found objects

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Day 3
1. Motivation/Engagement:
Teacher will bring in an actual found object artwork. This time students will not only be able to
look at photographs but explore tangible pieces as well. ( Kinesthetic learners)
Pass around the butterfly made out of a tin can and sparkplug from another country. Ask:
What is the difference between a third world country recycling as their way of life versus the
TerraCycle company that is just now doing this?
2. Development:
Students will begin to make their personal adornments. Teacher should have a table designated
for materials students can use as well as the resources and books they previously looked at.
Handouts will be available for each type of jewelry piece: Brooch/ hair pin, necklace, belt
buckle, earrings, bracelet, and box to help students design and construct their pieces.
To begin constructing their pieces, students must start off with a base and use at least 2
techniques shown in the demonstration.
Students will continue with the production phase.
3. Culmination/Close:
Clean up supplies and sketches. Materials need to go back on the designated table and students
must put their pieces in a brown bag, write their name and period and put in a cabinet labeled
their class .

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Day 4
1. Motivation/Engagement:
Give students many examples. Have students come together as a group and pass around a
picture of a bottle cap bracelet a student wore in class.
2. Development:
As a designated work day , students will get their materials out of their cabinet and begin
working on their pieces.
Teacher will have to stop the class and do a brief demo on how to put the closures and clasps on
pieces. Show how to use:
o Jump Rings , crimp beads, lobster claws, pin backs, earring hooks
3. Culmination/Close:
Students will clean up their supplies. Materials need to go back on the table and jewelry pieces
back in the cabinet for their class period.

Preparation for day 3 and 4:

1. Teacher research and preparation:
Prepare designated materials table with book resources.
Prepare handouts on each of the different types of jewelry pieces.
Research and collect findings: earring hooks, crimp beads, lobster claws etc.
Collect different types of adhesives for students to use i.e. Elmers glue, Epoxy, Hot Glue.
2. Instructional Resources:
Clark, John. (2004) Jewelry of Tibet and the Himalayas. V&A Publications.
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Hughes, Graham. (1972) The Art of Jewelry. The Viking Press.

LeVan, Marthe. (2005) Fabulous Jewelry from Found Objects. Sterling Publishing Company.
Jewelry worksheets.
Bottle cap bracelet photograph.

3. Student Supplies:
Hot glue, epoxy, Elmers glue, wire, scissors, pencil, crimp beads, jump rings, wire cutters,
needle nose pliers, found objects.

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Day 5
1. Motivation/Engagement:
Begin by showing students one more example of an artist, Junior Fritz Jacquet who used an
overlooked item (toilet paper holder) in our daily lives.
At this time give students an opportunity to think what they can collect or re-use in their daily
lives to outsmart waste. Have students write down their answers in their sketchbooks which
will later be read aloud.
2. Development:
As a homework assignment, students will write a reflection in their sketchbook. (See attached
handout).
To close the lesson, teacher will conduct an art criticism activity by using the praise and polish
worksheet. (See attached.) Students will do a Gallery Walk by placing their artwork on the
tables. Each artist will receive a praise/polish worksheet to be placed by their artwork. Students
will visit each artwork and write one praise and one constructive polish for their classmates.
3. Culmination/Close:
Students will read their answers on how they can re-use or collect overlooked items from
here on out in their daily lives to outsmart waste and help our environment.

Preparation:
1. Teacher research and preparation:

Prepare the praise and polish worksheet and the self-reflection.

Prepare the photograph/ artwork done by Junior Fritz Jacquet.

2. Instructional Resources:
Praise and polish worksheet. (See attachment.)
Self- reflection worksheet. (See attachment.)
Photograph of artwork by Junior Fritz Jacquet. (See attachment.)
3. Student Supplies:
Pencil

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Differentiated Instruction/ Modifications:
1. Students who are gifted:
For students who are gifted provoke them to make a piece of artwork that provides a deeper meaning
towards their found/discarded object. For example, one artist used prescription eye glasses to make a
chandelier- a chandelier helps us to see as do eye glasses. Have students take a second look at the
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TerraCycle Company again and have them write a paper on how their school can become more active in
the recycling process.
2. Students who are deaf or hard of hearing:
For students who are deaf or hard of hearing the materials should be clearly marked around the
room. Directions for each day of the lesson can be clearly and simply stated on a written paper. Give
student the steps and outline of the lesson so they can easily follow along like the rest of their
classmates. When the class watches the video clip on Terra Cycle make sure the caption is on. Also
print off the transcript of the dialogue in the video so the student can refer back to it later if they have
any questions about what they just saw. Give them ample opportunity to understand for themselves
before they come to you for help. Art is a great way to express visual language.
3. Students who are blind or visually impaired:
For students who are visually impaired, work with their other senses. Many of the objects used in this
lesson have different textures. Have students work on their tactile sense by developing a project where
students use found objects to construct a sculpture based on their tactile sense. A work of art might
not look right to the sighted viewer, but may very well feel right to the tactual artist and reviewer.
Introduce the artist John Dahlsen to the student and explain how he makes totems and wall art made
from found objects. Students can either make a sculpture or a wall art piece.

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Gallery Walk
Artist Name: ________________
Write a comment below the praise column and the polish column.

Praise

Polish

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Art Criticism Inquiry Cards

Group Names: ______________________________________________
Step 1. Discover as much as you can about the artwork. Think like a detective.
Do not open your artist packet yet!

Describe
1.

Artist Name

2. How did the artist use materials, tools and techniques to create this artwork?

3.

What do you notice first when you look at the artwork? Why?

4.

What sort of textures do you see? Describe them.

Interpret
1. What does this type of artwork serve? Is it functional or non- functional? Explain.

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2. Does the artwork send a message or suggest a deeper meaning?

3. What memories or thoughts does this artwork bring to mind?

Judge
1. If you could ask the artist one question, what would it be?

2. Did the function/meaning of the original object change? How so?

Step 2. You may now open your second packet of information. Read the
information about the artist and their work.

1. What is the title of the artwork?

2. Does the new information change the way you view the artwork? How so?

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Remixing the Ordinary: Self

Reflection
What object(s) did you reuse and why?
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What feature do you like most about your piece?
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How did you make use of different techniques?
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What would you change?
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What is one thing you can do to outsmart waste to help our environment?

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______________________________________________________________________________
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Assessment Rubric
Second Lives: Remixing the
Ordinary
Formative

3 Complete sketchbook entries:

Student listed items of trash
thrown out daily.
Student answered bell ringer
question:
How did the Terracycle Company
and the Second Lives artists reuse trash and discarded objects?

Beginning

Developing

Accomplished

Student hardly
reflected on the
questions
written in
sketchbooks.

Student had a
good attempt to
reflect on the
questions in
sketchbook.

Student had a
detailed and
well written
reflection in
sketchbook.

Score

Student answered ways to help

outsmart waste.

Artist packet and criticism

worksheet.
Student participated and worked
well in a group.
Student filled out a complete art
criticism worksheet with thought.

Golden Ticket.
Student submitted and answered
question :
Will or how will your found
objects meaning change?

Student did not

work well in a
group. Did not
participate much
in the art
criticism
worksheet.

Student worked
in a group but
seemed
sidetracked.
Attempted to
fill out the
worksheet
without
completing.

Student was
involved in the
group activity
by giving
answers.
Thoughtful
analysis of artist
work in the
criticism
worksheet.

Student did not

complete the
activity.

Student
submitted an
answer that
lacked thought.

Student
completed and
submitted a well
written answer.

One final sketch of their design.

Student completed a thoughtful
design of their adornment piece.

Student
completed a
sketch which
lacked detail.

Student
completed a
thought out
sketch.

Student
completed a
detailed ,well
planned sketch.

Teachers Notes:

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Summative

Participation in the Praise and

Polish art criticism activity.

1 complete personal adornment

piece using found object
materials and two techniques.

Completed Self-Reflection .

Students acted in a professional

manner using materials and
participated and listened to
classmates during all activities.

Teacher Notes:

Beginning

Developing

Accomplished

Student had a
weak attempt to
participate in the
praise and polish
activity.

Student
interacted and
attempted
during the art
criticism
activity.

Student was
engaged and
wrote out
thoughtful
criticisms during
the praise and
polish activity.

1
Student did not
use time
efficiently and did
not finish piece.
Student did not
use any
techniques, poor
craftsmanship.

Student used
one technique
well and
finished a
complete piece,
good
craftsmanship.

Student used at
least two of the
techniques to
produce an
outstanding and
complete work.
Great
craftsmanship.

Student did not

complete a selfreflection.

Student
completed a
self-reflection
but lacked
depth.

Student
completed a
well thought out
and detailed
reflection
showing in
depth thinking.

Student did not

use time well in
class and
mishandled art
supplies.
Student did not
participate.

Student
attempted to
use class time
well, and
handled
supplies
appropriately.
Attempted to
participate.

Student used
class time well,
worked in a
professional
manner, was
engaged,
participated in
class discussions
and listened well
to classmates.

Score

Total:

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24-21 points = A+

20-17 points = A

16-13 points = B+

12-10 points=B

9 - points = C

Remixing the Ordinary

Elementary & Middle School Student Work

This lesson was inspired by my visit

to the MAD- Second Lives Exhibit
and my necklace which is made
from recycled rubber gloves.

Wallpaper, bottom of a soda Arizona

Tea can, purple rubber gloves.

Arizona Green Tea can, washer,

found bead and wallpaper.

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Crafts II & III: Remixing the Ordinary Etched Cuff

Student Work

Grade 11. Copper, Etched, Oxidized, parts of a ballet shoe.

Grade 11. Copper, Etched, Oxidized, black garbage bag.

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