Found Objects and Upcycling in Art

Active learning works for found object art because students must physically engage with materials to grasp their potential. Handling rusted metal, cracked ceramics, or frayed fabric shifts perception from 'waste' to 'possibility,' building both conceptual understanding and tactile confidence.

• 7th Grade
• Visual & Performing Arts
• 4 activities
• 15 min–50 min

Learning Objectives

1. Analyze how the original function of a found object influences its symbolic meaning within an assemblage.
2. Construct an assemblage using at least three distinct types of found objects to convey a specific theme or message.
3. Evaluate the environmental impact of using upcycled materials compared to new art supplies.
4. Justify the artistic choices made in an assemblage, referencing both material selection and thematic development.

Gallery Walk

⏱ 30 min·Pairs

Gallery Walk: Artist Assemblage Analysis

Set up printed examples of works by Louise Nevelson, Joseph Cornell, and El Anatsui around the room. Students rotate with a note-taking sheet, recording one formal observation and one interpretation of found-object meaning at each stop. Pairs compare notes before a whole-class debrief.

Prepare & details

Analyze how the original function of a found object can add new meaning to an artwork.

Facilitation Tip: During the Gallery Walk, assign each student one artwork to focus on, asking them to note not just visual elements but the emotional tone created by the objects' original functions.

Setup: Wall space or tables arranged around room perimeter

Materials: Large paper/poster boards, Markers, Sticky notes for feedback

• Understand
• Apply
• Analyze
• Create
• Relationship Skills
• Social Awareness

Project-Based Learning

⏱ 50 min·Small Groups

Hands-On Workshop: Object Story Hunt

Students bring 5 to 8 found objects from home (bottle caps, broken toys, hardware pieces) and lay them out. In small groups, they identify the inherent story of each object and brainstorm how that story could support a theme. Each student then plans their assemblage layout on paper before building.

Prepare & details

Construct an assemblage using found objects to convey a specific theme or message.

Facilitation Tip: For the Object Story Hunt, limit the search area to a single classroom or hallway to ensure manageable collections while still encouraging close observation of everyday items.

Setup: Flexible workspace with access to materials and technology

Materials: Project brief with driving question, Planning template and timeline, Rubric with milestones, Presentation materials

• Apply
• Analyze
• Evaluate
• Create
• Self-Management
• Relationship Skills
• Decision-Making

Project-Based Learning

⏱ 25 min·Whole Class

Critique Protocol: Theme Check

After assemblages are built, run a structured critique using sentence frames: "I see..." for formal description, "I notice the object ___ is being used to suggest..." for interpretation, and "I wonder if..." for a question to the artist. Each student receives responses from at least two peers before the artist responds.

Prepare & details

Justify the artistic and environmental benefits of using upcycled materials in art.

Facilitation Tip: In the Critique Protocol, provide sentence stems like 'This object’s original use suggests...' to scaffold students’ verbal analysis of thematic choices.

Setup: Flexible workspace with access to materials and technology

Materials: Project brief with driving question, Planning template and timeline, Rubric with milestones, Presentation materials

• Apply
• Analyze
• Evaluate
• Create
• Self-Management
• Relationship Skills
• Decision-Making

Think-Pair-Share

⏱ 15 min·Pairs

Think-Pair-Share: Sustainability Stakes

Project two images side by side: a landfill and an upcycled sculpture by El Anatsui made from bottle caps. Students write privately about the artistic and environmental stakes of choosing found materials, then share with a partner before bringing key points to the whole class.

Prepare & details

Analyze how the original function of a found object can add new meaning to an artwork.

Facilitation Tip: During Think-Pair-Share, assign specific pairs to discuss 'connection' and 'waste reduction' separately so contrasting perspectives emerge.

Setup: Standard classroom seating; students turn to a neighbor

Materials: Discussion prompt (projected or printed), Optional: recording sheet for pairs

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

Teaching This Topic

Teach this topic by balancing process and product: students need time to explore materials without immediate pressure to 'make art.' Avoid rushing to finished pieces; instead, prioritize sketching and arranging objects in low-stakes formats. Research shows that students better internalize artistic intention when they first practice articulating it verbally before translating it into physical form. Use the language of 'repurposing' rather than 'recycling' to emphasize creative agency over environmental duty alone.

What to Expect

Students will move from seeing objects as trash to recognizing them as intentional carriers of meaning and material. Successful learning is evident when students articulate connections between object histories, placement decisions, and thematic intent in their own work and critiques.

Watch Out for These Misconceptions

Common Misconception

During Gallery Walk: Watch for comments like 'This is just trash art.'

What to Teach Instead

Redirect students to focus on the artist’s compositional choices by asking, 'How does the placement of this gear next to the fabric create tension or harmony? What does that tell you about the artist’s intent?'

Common Misconception

During Object Story Hunt: Watch for students treating objects as interchangeable.

What to Teach Instead

Prompt students to document each object’s original context by asking, 'What did this item do before it was in your hands? How might that history shape its meaning in your artwork?'

Assessment Ideas

Quick Check

After Hands-On Workshop, provide students with three found objects and ask them to write one sentence for each describing its potential symbolic meaning if used in an assemblage about 'change'.

Peer Assessment

During Critique Protocol, have students display nearly completed assemblages and, in small groups, identify one object in a peer’s work, state its original function, and suggest how that function contributes to the artwork’s overall message.

Discussion Prompt

After Think-Pair-Share, facilitate a class discussion using the prompt: 'Imagine you are creating an assemblage about 'connection.' Which three found objects would you choose and why? How would their original functions add meaning to your theme?'

Extensions & Scaffolding

• Challenge: Invite students to create a miniature found-object diorama exploring a personal memory, using no more than 10 objects.
• Scaffolding: Provide a 'story board' template with labeled sections (e.g., 'background,' 'foreground,' 'symbol') to guide assemblage planning.
• Deeper exploration: Introduce a 'material biography' assignment where students research and present the lifecycle of one object they use in their artwork.

Key Vocabulary

Found Object	An everyday item, often discarded or overlooked, that an artist selects and incorporates into their artwork.
Upcycling	The process of transforming waste materials or unwanted products into new materials or products of better quality or for better environmental value.
Assemblage	A sculpture constructed from found objects or pieces of manufactured items, often attached to a backing or base.
Juxtaposition	The placement of different elements, such as found objects, side by side to create a new meaning or highlight contrasts.