Bottle Cap Mural Lesson

Lesson Title: "Bottle Cap Ocean Murals"

Grade Level: High School

Duration: 6 class periods (50 minutes each)

This project was made be done as part of a multi-content effort to teach students about the effects of climate change and plastic pollution.

Materials:

- Assorted recycled bottle caps

- Assorted recyclable materials

- Eco-friendly adhesive

- Medium-large canvases or plywood boards

- Scissors

- Eco-friendly craft paints

- Brushes

Objective: Students will work collaboratively to create murals of ocean life using bottle caps and other recycled and sustainably sourced materials. After thorough research into their subject of choice, students will demonstrate both an awareness of the environmental impacts that everyday plastics have, and the ability to think critically about how they can incorporate a message about those impacts into their collaborative work.

[5.9.2.2.1] (Create) Collectively or individually apply inquiry methods of observation and research to investigate an idea.

[5.9.2.3.2] (Create) Balance freedom and ethical responsibility in the use of images, materials, tools, and equipment during artmaking.

[5.9.4.8.1] (Respond) Evaluate the impact of an artwork to influence ideas, feelings, and behaviors of specific audiences.

[5.9.5.10.1] (Connect) Appraise the impact of art, an artist, or a group of artists on the beliefs, values, and behaviors of a society.

Introduction & Planning (Days 1-2)

1. Discuss how we use plastic in our everyday lives.

2. Discuss the environmental impacts of plastic pollution, especially on marine life.

3. Explain that students will be working in teams to create murals of ocean life using recycled bottle caps and other materials.

4. Show examples.

5. Ask students to form small groups of 3-5 people.

6. Groups work together to decide on what type of marine life they would like to depict in their murals, and what message they’d like their murals to say about said marine life. Encourage students to do research online or at the library about their subject.

7. Give students time to brainstorm. Ask students to create a detailed sketch, which they will present to you in exchange for their canvas.

8. Make sure students understand that this is a collaborative project – all students should be voicing their opinions, and each group member should be represented in their group’s finished product.

Creation (Days 3-5)

1. Distribute pre-collected bottle caps to students.

2. Have students send a representative to gather other necessary pre-collected materials from the teacher.

3. Encourage students to bring more materials from home if needed.

4. Ask students to sketch their mural design on their canvas.

5. Students may now begin creating their mural. Ask students to begin with bottle caps, then move on to other recycled materials.

6. Travel between groups to offer advice and guidance on arranging and attaching bottle caps to the canvas/mural space. Encourage students to communicate with each other throughout the process, especially about the impacts of their creative choices. This step may take multiple class periods.

Finishing Touches (Day 6)

1. If needed, encourage students to spruce up their murals with extra textures and materials to add depth and visual interest.

2. Provide students with craft paints and brushes to add more details to their murals. Encourage students to use paints sparingly so that attention is not drawn away from their original mediums.

3. Encourage students to discuss the impacts of their use of paints on the viewer.

4. Give students time to finish the details of their murals.

Reflection (Day 7)

1. When students are finished with their work, ask them to take a moment to reflect on their murals in their small groups.

2. Ask groups to circle the room and visit each other’s murals. Ask them to assess each work and think about what messages groups might be trying to convey.

3. As a class, discuss what students have taken away from this project… What did they learn about working with recycled materials?
   What did they learn about their selected ocean creature?
   How did they convey meaning within their murals?
   Does the use of recycled materials influence the impact of their work?
   Did students make any changes to their original design? Why?
   How did working collaboratively affect students’ creative processes?
   How did students contribute to their group’s work?
   Do students feel their ideas were fairly represented in their group’s work?
   How do students feel about their finished work?

4. Ask students to write a short (1-1½ page) paper about their experience with this project.

Assessment: Students will be assessed on their creativity, ability to work as a team, use of eco-friendly and recycled materials, and their demonstration of the ability to think critically about the implementation of messages and themes in a work of art.