The Arts · Grade 12

Active learning ideas

Exploring Non-Traditional Materials

Active learning succeeds here because students must physically interact with materials to grasp their expressive potential. When teens handle rusted metal or plastic waste directly, they discover how texture, decay, or environmental impact shape meaning in ways that theory alone cannot convey.

• Ontario Curriculum Expectations
• VA:Cr2.2.HSIII
• VA:Cr3.1.HSIII

• 30–60 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Stations Rotation
• 45 min · Pairs

Material Hunt: Found Object Scavenger

Students search school grounds or bring personal items for a 10-minute hunt, focusing on objects with strong sensory properties. In pairs, they select one item, sketch initial concepts, then prototype a small artwork explaining its symbolic potential. Groups share and receive feedback.

Analyze how the inherent properties of a non-traditional material contribute to the artwork's message.

Facilitation Tip

During Material Hunt, circulate with a checklist to ensure students select items that clearly align with their intended themes before leaving the classroom.

What to look for

Present students with images of two artworks: one using traditional media and one using non-traditional media, both exploring a similar theme (e.g., decay). Ask: 'How does the choice of material in each piece affect your emotional response to the theme? Which material do you find more effective and why?'

• Remember
• Understand
• Apply
• Analyze
• Self-Management
• Relationship Skills

Activity 02

• Stations Rotation
• 30 min · Pairs

Compare and Contrast: Media Switch

Provide a concept like 'isolation.' Pairs create two quick sketches: one with traditional media, one non-traditional. They present both to the class, discussing emotional differences. Vote on most impactful via sticky notes.

Compare the emotional impact of a concept rendered in traditional versus non-traditional media.

Facilitation Tip

For Media Switch, provide only one traditional material per group so the contrast with non-traditional choices becomes immediately obvious.

What to look for

After a studio session, have students write down on an index card: 'One non-traditional material I used today was _____. Its property that best conveyed my idea was _____. One ethical consideration I thought about was _____.'

• Remember
• Understand
• Apply
• Analyze
• Self-Management
• Relationship Skills

Activity 03

• Stations Rotation
• 50 min · Small Groups

Ethics Debate Stations: Material Dilemmas

Set up four stations with scenarios, such as using sacred indigenous materials or disposable plastics. Small groups rotate, debate pros/cons on flipcharts, then gallery walk to read and reflect. Conclude with whole-class synthesis.

Evaluate the ethical considerations when using found objects or ephemeral materials in art.

Facilitation Tip

Set a two-minute timer at each Ethics Debate Station to keep discussions focused and equitable for all voices.

What to look for

Students display their works in progress. In small groups, peers use a checklist: 'Does the material clearly relate to the concept? Are there at least two distinct non-traditional materials used? Is the artist's intention for using these materials evident?' Peers provide one specific suggestion for enhancing material use.

• Remember
• Understand
• Apply
• Analyze
• Self-Management
• Relationship Skills

Activity 04

• Stations Rotation
• 60 min · Individual

Ephemeral Build: Time-Lapse Creation

Individually, students assemble impermanent sculptures from natural materials like leaves or ice. Document the process and decay with phones over two days. Share time-lapse videos in a class critique.

Analyze how the inherent properties of a non-traditional material contribute to the artwork's message.

Facilitation Tip

Use a tripod and remote shutter for Ephemeral Build to document the process without disrupting the students' concentration.

What to look for

Present students with images of two artworks: one using traditional media and one using non-traditional media, both exploring a similar theme (e.g., decay). Ask: 'How does the choice of material in each piece affect your emotional response to the theme? Which material do you find more effective and why?'

• Remember
• Understand
• Apply
• Analyze
• Self-Management
• Relationship Skills

A few notes on teaching this unit

Approach this topic by modeling curiosity yourself: bring a surprising material to class and ask students to guess your concept before revealing it. Avoid over-directing their choices; instead, guide them to reflect on why a material works or fails for their idea. Research in art education shows that when students articulate their material decisions, their work gains conceptual clarity.

Students will articulate how material properties connect to their concepts and defend their choices in discussion or critique. They will also recognize ethical complexities in sourcing and use of non-traditional materials.

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Watch Out for These Misconceptions

• During Material Hunt, some students may assume that any found object will work equally well.

  Remind students to match their items to their concept before leaving; circulate with guiding questions like 'How does this rusted hinge relate to your theme of time?' to redirect superficial selections.

• During Media Switch, students might believe that adding a non-traditional material automatically makes their work more meaningful.

  Have pairs present their traditional and revised works side by side, then ask them to explain in one sentence why the new material strengthens their idea.

• During Ethics Debate Stations, students may dismiss sustainability concerns as irrelevant to artmaking.

  At each station, post a real-world example (e.g., a photograph of a landfill) and ask groups to connect their debate points to it before moving on.

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Methods used in this brief

• Stations Rotation