Top Tips On Turning Discarded Objects Into Art

 Nick Gentry

Art and design lessons not only foster young people’s creativity, curiosity, critical thinking and self-expression – but they also have the power to raise awareness of environmental issues and inspire change.

Outside of the classroom staples, there’s a world of creative potential waiting in your recycling bins and at the back of your cupboards!

I personally didn’t overly appreciate the power of recycled objects, or those that are simply no longer needed, until I saw Marcel Duchamp’s iconic ‘Fountain’ piece in a gallery, a porcelain urinal that was being labelled as art! It got me thinking, artists should not be restricted by materials such as canvas, but feel free to reuse materials.

My mind boggled thinking of all the different materials I could use. Not only was my art starting to take on a new form, but I was discovering materials I would never have considered before, materials that were bringing my art to life and giving my creations a whole different meaning.

I have my own unique lens on the world, developed over years of curious explorations and moments of reflection. From a very early age this has helped me to make sense of the things around me. It’s also about finding and shaping an identity, in what can be a chaotic and complex world.

Creativity is a wonderfully mysterious brew and a way of expressing all that we have experienced. As a result it’s not an easy task to distill it into a simple ethos, but here are some of the fundamental characteristics of my approach that could help bring art to life in your classroom:

Encourage a ‘found object’ mindset

Art doesn’t always require pristine supplies. Encourage students to see potential in the discarded. With an open mindset anything has the potential to be the genesis of a unique artwork. Emphasise that ‘found’ doesn’t mean ‘less valuable’, but rather imbued with a history waiting to be uncovered. What objects have been overlooked or forgotten by society? As artists, we can unearth these cultural artifacts and study them to understand our past and define our present.

Most people would see old floppy disks as outdated junk, but each disk holds memories, data, maybe even someone’s forgotten project. By incorporating these disks into an artwork, you’re giving those forgotten stories a new life. Suddenly, these ‘worthless’ objects become a reflection of our digital past, a statement on how quickly technology evolves. Think about discarded film negatives too. At first glance, it’s just a strip of plastic with strange shapes. But hold it up to the light, and suddenly you see a captured moment. Who were those people? What were they doing? The negative becomes a window into the past and a reminder of the power of photography to preserve moments in time.

Take a material-centric approach

Give materials centre stage. Let students explore the textures, colours, and inherent qualities of recycled items. Explore the materials from as many perspectives as possible. On a sensorial level, what does the material make people feel, see, taste, touch and hear? Does the material have significant cultural or historic importance? Facilitate a dialogue between the student and the material, allowing the material to guide the creative process.

Showcase the ‘recycled art’ movement

Introduce students to artists who transform the discarded. In a world saturated with fleeting media, genuine and sincere artistic voices are crucial.

Discuss their techniques, their messages, and their impact. Highlight how recycled art is not just about using old things, but about transforming them, giving them new life and meaning.

Extend exploration through challenges

Inspired by the themes I explore – technology, identity – challenge students to express their own ideas through found objects.

Pose open-ended prompts: ‘Create a portrait using only found objects,’ ‘Make a landscape made entirely from unrecyclable materials’ or ‘Build a sculpture that represents your community.’ These challenges encourage deeper engagement with both materials and concepts.

Celebrate the stories behind the materials

Object Biographies: Every object has a past, a story waiting to be told. Encourage students to imagine the lives connected to these discarded items. What purpose did the object serve? Can they serve a new one by becoming visual metaphors or cultural icons?

These imagined narratives can become integral to their artwork, adding layers of meaning and emotional resonance.

Connect recycling with global responsibility

My art reflects on consumerism and waste. Use recycled art projects as a springboard for discussions about sustainability and environmental responsibility.

Art is a reflective process, but also one that can spark interesting conversations. Art has the power to raise awareness and inspire change, and we can use calendar days like Global Recycling Day, to connect these discussions.

Collaborate and share discoveries

Create opportunities for students to share their recycled art and the stories behind their creations, prioritising genuine interactions over online metrics.

Encourage students to focus on valuable face to face interaction with exhibitions, or host Recycled Art discussions. Collaboration and sharing amplify the impact of their work and inspire others. If the work uses culturally relevant materials then invite the community to witness its rebirth.

Embrace the unexpected juxtaposition

I like to combine seemingly disparate elements. Encourage students to experiment with unexpected pairings: nature vs. tech, old vs. new.

An ancient fossil bound in electronic wiring, a vintage photograph juxtaposed with a modern plastic component – these combinations can create visually compelling and thought-provoking art. The more unexpected, the more potent.

Find your unique ‘recycled art’ voice

Just as I have a distinct style, guide students in discovering their own. What unique message can they convey through recycled materials? What innovative techniques can they unearth?

Empower them to experiment, explore, and transform the discarded into something beautiful, meaningful, and uniquely theirs. Tap into the wellspring of childhood memories – people, places, objects. These early imprints, absorbed into the psyche, often become the seeds of lifelong inspiration.

Reduce the fear of ‘mistakes’

Celebrate imperfections and embrace the waste. Imperfection is not failure; it’s a portal to discovery. You can never arrive at a good idea without a great deal of exploration and play. The process of making art is full of ‘mistakes’ – which are often detours to exciting new destinations. Like time itself, ‘wear and tear’ imbues objects with human energy – a connection we inherently crave. Foster a classroom culture where experimentation and risk-taking are celebrated.

My work, which explores themes of cultural change and ideas of renewal, has fuelled my passion for education: to inspire young people to become resourceful, critical, and innovative creators. As I turn to start my formal training as secondary school art and design teacher in September, I am committed to using my unique professional experience to empower the next generation of artists and designers.

Nick Gentry is a British artist cultivating an international community through collaborative art projects and exhibitions. Explore Nick’s fantastic work here: www.nickgentry.com

Find out more about Pearson’s work to cultivate a creative curriculum, including their creative response to the Curriculum and Assessment Review.