Leigh Drake

I love having students experiment with everyday items they can find in and outside the art room. Encouraging them to look at something and ask, “What can I turn this into? Can this be art?” invites problem-solving and creative thinking. I especially enjoy having students upcycle materials and give them new life. This all led to the Reverse Realities project, where students create their own reverse realities using a household jar.

Artist Inspirations
We began by looking at artists who create work using unconventional materials, such as Vik Muniz, known for his recycled-media pieces, and Joseph Cornell, who used everyday objects to create poetic assemblages. We discussed studentsʼ reactions to these works, the challenges and limitations one might face in creating works such as these, and how such pieces are classified as art. We also explored how artists document and preserve their installation work through photography.

What’s in a Jar?
After our discussion, I told students that they would be creating their own “reverse realities” using a jar. I asked students to examine their chosen jar and imagine what it could become. What might exist inside it? What might exist outside it? What story could emerge from this vessel?

Sketching and Mid-Critique
Next, I had students come up with ideas. I told them to think of small scenes, like in a story. We discussed various fairy tales and storybook scenes. I told them they could use a scene from a book or movie, or they could be totally original and create their own scene. What could be going on inside the jar versus outside to create this reverse reality?

Encouraging students to look at something and ask, “What can I turn this into? Can this be art?” invites problem-solving and creative thinking.

Students sketched their ideas in their sketchbooks and came up with at least three thumbnail drawings to share with their classmates during a mid-critique. We discussed what kinds of items they might use in their scenes and what objects were readily available to them.

Creating
After the mid-critique, students began constructing their worlds inside their jars. I asked them to document their progress with a camera to help me understand their creative process.

Students used small toys, found objects, natural objects, and all kinds of things they discovered. It really got them excited to play with materials while creating their own interpretation of the challenge.

Conclusion
Studentsʼ designs simply wowed me. The ideas and concepts they explored throughout this process were quite unique. As they shared their process, other classmates gained further inspiration and kept adding to their designs.

Every piece was unique because each of my students is unique. They were able to explore ideas that they had an interest in and themes that really engaged them in the process. I believe my students gained a lot from the overall experience.

Leigh Drake is a visual arts educator at Old Donation School in Virginia Beach, Virginia, and a contributing editor for SchoolArts. leigh.drake@vbschools.com