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Mara Gil

11th Grade Art Project & Social Media Campaign

Banner Art By Ben Von Wong

E-Waste Art: Welcome


11th Grade Art, Elective

11th Grade students will learn about the E-Waste Issue and implement a campaign both in their local area and online to bring social awareness of the E-Waste issue and find creative and artistic solutions to help combat the E-Waste Problem. 

This project will be a semester-long group project, with specified milestones, and fluid mini-deadlines in order to allow the more organic growth of the project. However, a final set deadline will be placed whereby the students must launch their social media campaign and the unveiling of their public installation artwork.

(Above Art by Gabriel Dishaw)

E-Waste Art: Bio


Creating a social awareness campaign requires information, information that needs to be verified, and tested. Moreover, it requires an understanding of the logistics and limitations of what can and cannot be implemented at the moment. Moreover, large-scale artistic achievements require more than just creating the artwork, it requires planning, local approval, and understanding of their local community to facilitate the emotional impact they are trying to achieve.

(Below Art by Tom Deininger)

E-Waste Art: Text


E-Waste isn't like plastic bottles or other trash components. There can be real hazards to a variety of components of E-Waste, such as lithium batteries, etc. Students will need to research what part of the E-Waste issue can be handled by them and what parts need specialists to handle. Moreover, they will know how those specialists handle the toxic waste to better be able to inform their audience for the social media campaign.


Technology will be used to research the information they will need for all aspects of this assignment. From insisting on looking up data, to finding locations of local E-Waste disposal policies and facilities, to conducting interviews with peers, families, and locals to help them better grasp how to present their campaign and artwork to the general public.


Engineering will be first be introduced in the learning about E-Waste and how their local E-Waste disposal facilities do what they do. It is imperative that the student try to contact the local facility and get as much information directly as they can to help them understand the E-Waste disposal process to help inform them for their campaign, but also to help them see if there is any part of the disposal process that can be donated and used for their art project. If not, they must find a way to produce safe E-Waste materials for said project and give the toxic material to the E-Waste facility in the safest possible way. Moreover, they need to design and build their large-scale artwork in order to it to be safe and stable for public viewing.


For Art, it is not only about the creative output of using safe E-Waste components, it is also about creating artwork that is structurally sound for public viewing. Students will work together to make one large installation art piece that must be suitable for an outside venue. Moreover, they will need to research among their local community what would be the most visually stimulating to promote their E-Waste message and still be socially acceptable. Moreover, they will need to find a location for their installation within the local community and get the required permissions to install and permanently display their work. This will likely involve a proposal to the location owners. Moreover, they will need to deigns a comprehensive media campaign using to promote their idea and also their grand opening event of their public artwork.


Maths will be used to verify and research the alarming numbers behind E-Waste and how it is impacting the environment across the world, without their country, and in their local community. These numbers will be used in their social media campaign.

E-Waste Art: Skills


E-Waste Art: Text


In order to bring awareness, students will provide provable and reliable information to present to the public. Through analysis and research, students will be able to confidently state information during their social media campaign.


Students will communicate and negotiate with their local community in order to find out about how they handle the E-Waste issue, bring social awareness to the area and potentially get supplies for their art, and find a location for their final artwork.



Students will look into local E-Waste disposal locations about getting potential supplies and speak to local merchants or government to find a location for their final artwork.


Students will present their ideas to each other, and to the community at large both locally and on social media to convey their Social media campaign and to find a location for their final art.

people talking 4-01_edited.jpg
Graphic Design Software.jpg


Students will not only follow the rules of effective graphic design, but they will also find effective ways to implement and innovate them to present their Social Media campaign.


Students will design and execute their artwork in such a manner that it is safe and impactful to their local community.



Students will new and aesthetically pleasing ideas in their artwork that highlights the E-Waste issue and inspires others.

E-Waste Art: Skills


E-Waste Art: Text
E-Waste Art: Skills


Students will collate all the necessary data about the impact of E-Waste globally, nationally, and locally. Students will also research other E-Waste social media campaigns and what they are doing to battle this issue. Lastly, they will interview locals to find out how E-Waste is impacting their lives and what, if any, they are doing to combat the issue. Students will do a presentation on how their findings and submit preliminary designs for their social media campaign using the information they have gathered. For this project, there will be 5 groups of 5, and each group will be required to update their social media designs accordingly as the project progresses.



Students will be assessed over 5 key aspects over the course of this assignment. This project Rubric is more open to allowing for the creative process and allowing students to find solutions when outside forces turn out to be more difficult than anticipated.


Students will be assessed by how they work together both in their smaller teams and as a class as a whole. Each group will have a Paddle where they should post their contributions to the group showing they actively contributed to the project. Posts can include anything and everything from documents to video vlogs. Creativity is encouraged. Peer review should be active in the Padlet, showing comprehensive collaboration, critique, positivity. Moreover, group dynamics will be observable in a class by the nature of how people behave and interact.


Students will be assessed by how each group will use their academic research skills to collate data needed to achieve their goals. Moreover, they will need to interact and negotiate with others to collect additional information and convince others to complete their assignment. Their Padlet should show regular documentation on data and interviews including but not limited to: documents, charts, videos, audio files, and transcripts. This information must also be parsed and presented fluidly in their final presentation and Social Media campaign in easy to digest format.


Students will be assessed by how they are able to overcome obstacles and setbacks. As this project involves outside elements outside of the school's control, it will be up to the students to find ways to overcome any issues that may arise to achieve their goals.


Students will be assessed by how their work is engaging, transformative, and rememberable. It is important that clear use of the Elements of Art and Principles are pushed to new and pleasing heights.


Students will be assessed by well-composed their work is. Was thought and care put into the final project to make it aesthetically balanced and composed? Attention should be placed on the final visual output and be pleasing to the audience.

E-Waste Art: List
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