Activity Introduction

Quick summary: Students explore the topic of e-waste. They begin by looking at the social and environmental impacts of e-waste, before examining two artists who work with e-waste. Students analyse the work of these artists before using the works of these artists to inspire their own e-waste artworks. Students share their ideas with the class and, if time permits, can create and display their completed artworks.

Cool Australia’s War On Waste lessons have been developed in partnership with Lune Media and with support from the Australian Environmental Grantmakers Network. These lessons have been designed to lead students through a deeper understanding of some of the big issues relating to waste in Australia and to support them to take action to reduce the impact of waste on our environment. To access the full War On Waste unit for Years 7 to 10, click here.

Learning intentions:

  • Students understand what e-waste is and where it comes from
  • Students understand some of the environmental impacts of e-waste
  • Students understand how artists communicate artistic intentions and recognise the artistic intentions they will use when creating their own artworks
  • Students recognise the visual conventions used by artists and identify those they personally want to use.

21st century skills: 

CommunicatingCommunity EngagementCreative ThinkingCritical Thinking

Australian Curriculum Mapping

Content descriptions: 

Years 7 and 8 Visual Arts

  • Experiment with visual arts conventions and techniques, including exploration of techniques used by Aboriginal and Torres Strait Islander artists, to represent a theme, concept or idea in their artwork (ACAVAM118)
  • Develop ways to enhance their intentions as artists through exploration of how artists use materials, techniques, technologies and processes (ACAVAM119)
  • Develop planning skills for art-making by exploring techniques and processes used by different artists (ACAVAM120)
  • Practise techniques and processes to enhance representation of ideas in their art-making (ACAVAM121)
  • Analyse how artists use visual conventions in artworks (ACAVAR123)

Years 9 and 10 Visual Arts

  • Conceptualise and develop representations of themes, concepts or subject matter to experiment with their developing personal style, reflecting on the styles of artists, including Aboriginal and Torres Strait Islander artists (ACAVAM125)
  • Manipulate materials, techniques, technologies and processes to develop and represent their own artistic intentions (ACAVAM126)
  • Develop and refine techniques and processes to represent ideas and subject matter (ACAVAM127)
  • Plan and design artworks that represent artistic intention (ACAVAM128)
  • Evaluate how representations communicate artistic intentions in artworks they make and view to inform their future art making (ACAVAR130)

Syllabus outcomes: VAS4.1, VAS4.3, VAS4.4, VAS4.6, VAS5.1, VAS5.3, VAS5.4, VAS5.5, VAS5.7.

General capabilities: Critical and Creative Thinking.

Cross-curriculum priority: Sustainability OI.6.

Relevant parts of Year 7 and 8 Visual Arts achievement standards: Students identify and analyse how other artists use visual conventions and viewpoints to communicate ideas and apply this knowledge in their art-making. Students plan their art-making in response to exploration of techniques and processes used in their own and others’ artworks. They demonstrate the use of visual conventions, techniques and processes to communicate meaning in their artworks.

Relevant parts of Year 9 and 10 Visual Arts achievement standards: Students evaluate how representations communicate artistic intentions in artworks they make and view. They analyse connections between visual conventions, practices and viewpoints that represent their own and others’ ideas. They identify influences of other artists on their own artworks. Students manipulate materials, techniques and processes to develop and refine techniques and processes to represent ideas and subject matter in their artworks.

Topic: Waste, sustainability.

This lesson is part of the wider unit of work: War On Waste – Years 7-10.

Time required: 130+ mins.

Level of teacher scaffolding: Medium – facilitate discussions, and oversee analysis, planning and creation of artworks.

Resources required:

  • Device capable of presenting an online clip to the class.
  • E-waste items (optional)
  • Other art-making materials (optional)
  • Student Worksheet – one copy per student.

Keywords: War On Waste, e-waste, art, environment, people, message, visual intentions, visual conventions.

Cool Australia’s curriculum team continually reviews and refines our resources to be in line with changes to the Australian Curriculum.

Worksheets

Teacher Worksheet

Teacher Preparation

Learning intentions: Students will…

  • ... understand what e-waste is and where it comes from
  • ... understand some of the environmental impacts of e-waste
  • ... understand how artists communicate artistic intentions and recognise the artistic intentions they will use when creating their own artworks
  • ... recognise the visual conventions used by artists and identify those they personally want to use.

Success criteria: Students can…

  • … analyse a range of artworks for their ability to engage audiences around the topic of e-waste
  • ... choose and utilise appropriate art-making techniques in their practice
  • ... draw on existing artworks as inspiration in their art-making practice.

Teacher content information: In Australia, we began addressing the issue of waste in the 1960s and '70s with litter campaigns like Keep Australia Beautiful and Tidy Town Awards. With such a long history of waste reduction campaigns, you would think we had got on top of the waste

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Student Worksheet

Thought Starter: What electronic items have you used today?

What Is E-Waste?

After watching the clip from War On Waste, answer the following questions:

What do you now SEE in this clip?

What does this clip now make you THINK about?

What does this clip now make you WONDER?

The Art Of E-Waste

Once you have watched the clips about the two artists working with e-waste, answer the following questions:

How would you describe the work of Benjamin Von Wong (the first clip)?

What do you think is the intention of Benjamin’s work?

What do you like about his work?

What more would you like to know about his work?

How would you describe the work of Robb Godshaw (the second clip)?

What do you think is the intention of Robb’s work?

What do you like about his work?

What more would you like to know about his work?

Reflection

Work independently to complete the following questions:

What do you think is the best part about the artwork you planned?

What do you thin

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