UNIT OVERVIEW

Title Banksy Unit

Contextual Factors Iroquois Junior/Senior High School is a small school located in a
suburban part of Erie County. Throughout the school, the average number of students in a
classroom is 20 with graduating classes fewer than 100. In ART 8 there are 24 students; 16 male
students and 8 female students, the majority of whom are Caucasian; 2 are African American. All
students are in the eighth grade. Within the classroom there are six tables available for students
to use as a work space. Along with this, there is a table with basic supplies and a small table
where the instructor can put handouts or use as a demonstration space. The art room has two
spray booths with ventilation available for students to use for spray paint or any other medium
with a strong scent or potentially toxic fumes. There are two sinks that the students use to wash
their hands, clean their tools or get water for painting. The students also have access to a
computer lab within the art room, a dark room for photography, and a ceramics room equipped
with a small electric kiln.
Goals and Standards
To design a stencil.
9.1.12.B: Recognize, know, use and demonstrate a variety of appropriate arts elements and
principles to produce, review and revise original works in the arts.
Visual Arts: paint draw craft sculpt print design for environment,
communication, multi-media
To create a self-portrait with at least one added element.
9.1.12.D: Demonstrate specific styles in combination through the production or performance of a
unique work of art (e.g., a dance composition that combines jazz dance and African dance).
To demonstrate the safe usage of spray paint and Xacto knives.
9.1.12.H: Incorporate the effective and safe use of materials, equipment and tools into the
production of works in the arts at work and performance spaces.
Evaluate the use and applications of materials.
Evaluate issues of cleanliness related to the arts.
To evaluate the work of Dietrich Wegner whose sculpture is being feature in a permanent
installation curated by Banksy.
9.2.12.H: Identify, describe and analyze the work of Pennsylvania Artists in dance, music, theatre
and visual arts.
To evaluate each project and discuss how each student approached the concept of a selfportrait.
9.3.12.B: Determine and apply criteria to a persons work and works of others in the arts (e.g.,
use visual scanning techniques to critique the students own use of sculptural space in
comparison to Julio Gonzales use of space in Woman Combing Her Hair).
To analyze the emotional response of the viewer in Banksys Dismaland.
9.4.12.B: Describe and analyze the effects that works in the arts have on groups, individuals and
the culture (e.g., Orson Welles 1938 radio broadcast, War of the Worlds).

Content
Studentswillbegintheunitbyevaluatingandcritiquingtheworkofalocalartistnamed
DietrichWegnerwhosesculptureshaverecentlybeeninstalledinapermanent,interactive
exhibit.ThisexhibithasbeencuratedbyBanksy,thepseudoanonymousstreetartistwhohas
brokenintothefineartworld.ThisinstallationisadystopianthemeparkcalledDismaland.
Afterdiscussingthis,studentwillviewthatartworkthatBanksymadeinhisearlieryears.They
willdiscusshowheapproachedhisworkthroughtheuseofstencils.Thiswasawayforhimto
creathislarge,detailedimagesinashortperiodoftime.Studentswillthemcreateaselfportrait
thattheyaretobringtolifeusingastencil.Studentswillpracticetheirdrawingskills,aswellas
learnhowtoproperlyandsafelyuseXactoknivesandspraypaint.Eachselfportraitshouldhave
atleastoneaddedelement.Thiswillensurethateachstudentsselfportraitistrulyunique.
Along with this, learning to implement the three methods of criticism (formal, aesthetic,
intuitive, and contextual) will help students to understand, rationalize, and verbalize their
opinions in everyday life. Completing a hands-on activity that applies the information that they
have been taught thus far is a good way to ensure retention.
Vocabulary/Word Bank
Graffiti: writing or drawings scribbled, scratched, or sprayed illicitly on a wall or other surface in
a public place.
Fine art: creative art, especially visual art, whose products are to be appreciated primarily or
solely for their imaginative, aesthetic, or intellectual content. Or an activity requiring great skill
or accomplishment.
Street art: is any art developed in public spaces. The term can include traditional graffiti art
work, as well as, stencil graffiti, sticker art, wheatpasting and street poster art, video projection,
art intervention, guerrilla art, flash mobbing and street installations.
Curator: a keeper or custodian of a museum or other collection.
Stencil: a thin sheet of cardboard, plastic, or metal with a pattern or letters cut out of it, used to
produce the cut design on the surface below by the application of ink or paint through the holes
Formal Criticism: Discussion and evaluation of the elements and principles essential to works in
the arts and humanities.
Intuitive Criticism: The use of sequential examination through comparison, analysis,
interpretation, formation and testing of hypothesis and evaluation to form judgments.
Contextual Criticism: Discussion and evaluation with consideration of factors surrounding the
origin and heritage to works in the arts and humanities.
Elements of Design
Color: also called hue. Frequency of light waves detected by the eye.
Form/shape: a contained, defined area that creates a geometric or organic form.
Line: a linear mark made with a pen or brush-or- the edge that is created when two
shapes or forms meet.
Space- is an area that an artist provides for a particular purpose. Space includes the
background, foreground and middle ground, and refers to the distances or area(s) around,
between, and within things. There are two kinds of space: negative space and positive
space
Texture- The surface quality, or appearance of surface quality of a shape.
Value- Also called tone- the relative lightness of darkness of a color.

Principles of Design
Balance- A state of equalized tension and equilibrium.
Contrast- the state of being strikingly different from something else, typically something
in juxtaposition or close association.
Emphasis/focal point- Created by contrasting size, position, color, style or shape. Focal
point should dominate the design without sacrificing unity.
Movement/rhythm: The path that the viewers eye takes through artwork, often to a
focal point.
Proportion/scale: Using relative size of elements against each other to attract attention to
a focal point.
Repetition: (pattern) repeating visual elements that unify and create rhythm in a
composition. Created with exact duplication, near duplication, or duplication with
variety.
Unity/harmony: When all elements of a design are in agreement. All are contributing
equally to the composition.
Materials/Resources/Technology
Thick paper for stencils
Paper
Spray paint
Xacto knives
Masking tape
Paint
Paint brushes
Pastels
Crayons
Proper ventilation system
Pencils
Youtube Video
PowerPoint Presentation
Artworks by Banksy
Projector
Article about Edinboro Art Professor
Summative Assessment Plan See Rubric.
Informal Assessment I will check for understanding periodically the
following ways:
Use of Bell Ringer as a review
Asking class to explain a concept to me
Circulating the room to see if the students projects fit the requirements

SCOPE OF THE INSTRUCTIONAL PLAN

Lesson Title Introduction to Banksy
Day 1 of 5
Objectives/Assessments/Adaptations
Objective

Pre- Assessments

Formative Assessment

Adaptations

Objective 1:
Students will analyze the
work of Dietrich Wegner,
a sculpture professor at
Edinboro University,
who has recently had
work installed in
Banksys Dismaland.

Ask students what the

word dismal means.
Students will watch a
Dismaland video on
Banksys website.

Students will read an

article about Dietrich
Wegner that was
written in a local Erie
newspaper and
Critique the mushroom
cloud playhouse
sculpture.

Instructor will ask

prompting questions
and guide the critique.

Bell Ringer: If you

had to choose one
image or object to
represent yourself what
would it be?

Students will map out

their ideas for their
self- portrait by
creating at least three
different compositional
thumbnail sketches.

Instructor will give

more specification is
needed. EX: Make a
self-portrait that only
includes half of your
face. Replace one of
your features with an
object. Exaggerate
your most prominent
feature (if you like to
talk, make your mouth
really big).

9.2.12.H: Identify,
describe and analyze
the work of
Pennsylvania Artists in
dance, music, theatre
and visual arts.
Objective 2: Students
will design a self-portrait
with at least one added
element

9.1.12.B: Recognize,
know, use and
demonstrate a variety
of appropriate arts
elements and principles
to produce, review and
revise original works
in the arts.
Visual Arts:
paint draw
craft sculpt
print design
for
environment,
communication
, multi-media

Student can bring in a

photograph to work
from if they want to.

Lesson Body
Anticipatory Set http://banksy.co.uk/
Students will view a promotional video for Dismaland from Banksys website.
Procedures

Students will complete Bell Ringer:

o If you had to choose one image or object to represent yourself what would
it be and why?

Students will complete anticipatory set.

o Has anyone ever heard of Banksy?
o Street art?
o Graffiti?
o Explain transition from street artist to fine artist
o Show promotional video for Dismaland
o Ask students what they saw
o Giant cloud sculpture?
o Tell students about Dietrich
o Read article

What is the theme of the article?

o Critique sculpture

Formal

Intuitive

Contextual

Students will view various works of street art by Banksy

o Ask students how they think he accomplished all the details?
o How do the pieces make you feel?
o Is there a deeper meaning behind them or are they just there to look
pretty?

Satire? Humor? Political undertones?

Banksy uses stencils

o Speed, accuracy, detail

Students will receive assignment

o Create a self-portrait with an added element

Yourself plus at least one object

Does not have to be your face

Does not have to be your whole face

Object should represent you in some way

o Use line and solid blocks of color

Final result will be a stencil

o Make 3 different compositions

o Each composition should be a thumbnail sketch
o Each sketch should take no longer than ten minutes

One could be only have your face, replace the other half with an
object

Exaggerate one of your features

If you like to talk make you mouth big

If you are quiet, remove your mouth

Replace your features with an object

Students will complete closure activity

o What does Banksy use to make his street art? (Stencils)

Students will clean up before the bell rings

Closure What does Banksy use to make his street art? Why do you think he uses
stencils?
Clean-up Return all art supplies to their designates location
Independent Practice Students should bring in photographs to work from. Bring in a
picture of your face if you do not want to draw it.
Safety Considerations N/A

Lesson Title Stencils

Day 2 of 5
Objectives/Assessments/Adaptations
Objective

Pre- Assessments

Formative Assessment

Adaptations

Objective 1:
Students will analyze
the aesthetics and
themes present in
Bankys Dismaland and
describe what they think
people visiting this
attraction would feel.

Bell Ringer What is

the name of Banksys
theme park?

Students will view a

video that shows what
it is like for people to
walk through Banksys
Dismaland and discuss
the moods, themes, and
underlying messages
present in this
permanent, interactive
installation.

Instructor will ask

prompting questions
and guide students to
conclusions.

Students will choose

their favorite self-

Students will create a

stencil out of their

Instructor will repeat

instructions and

9.4.12.B: Describe
and analyze the effects
that works in the arts
have on groups,
individuals and the
culture
Objective 2:
Students will apply

Banksys stencil
technique to their selfportrait sketches.

portrait sketch.

sketch.

demonstrate and
needed.

9.1.12.D: Demonstrate
specific styles in
combination through
the production or
performance of a
unique work of art
(e.g., a dance
composition that
combines jazz dance
and African dance).

Lesson Body
Anticipatory Set https://www.youtube.com/watch?v=Yx7GFi6IkQg

Students will view this video of the inside of Banksys Dismaland.

Procedures

Students will complete Bell Ringer

o What is the name of Banksys theme park?

Students will complete anticipatory set.

o View video
o https://www.youtube.com/watch?v=Yx7GFi6IkQg
o Students will discuss the moods, themes, and underlying messages present in this
permanent, interactive installation.

How did Banksy create his street art?

o Stencils

Demonstrate how to make a stencil using an Xacto knife

o Only cut away black areas

o Demonstrate how to safely use an Xacto knife

Have students choose their favorite self-portrait sketch

Students should make their favorite sketch into a stencil

Fill in areas to cut out with a sharpie

Carefully cut away black areas

Students will complete closure activity

Students will clean up their work area before they leave the room

Closure Name some moods, themes, and underlying messages present in Banksys
Dismaland.

What kind of installation is this? Permanent and interactive

Clean-up Students should put all art supplies back in their designated locations. Make
sure all scraps are thrown away.
Independent Practice N/A
Safety Considerations Students should use Xacto knives properly. Do not cut
towards your body. Keep your hand out of the way. Never point a knife at another
student.

Lesson Title Stencil Self Portrait

Day 3-4 of 5
Objectives/Assessments/Adaptations
Objective

Pre- Assessments

Formative Assessment

Adaptations

Objective 1:
Students will practice
the proper and safe use
of spray paint when
using their stencils to
create an image.

Instructor will ask

students if they have
ever used spray paint
before. What are some
things they think they
should not do with the
spray paint?

Instructor will
demonstrate the proper
way to use spray paint
and students will
implement these
techniques to create
their positive image.

Instructor will monitor

student use of spray
paint.

9.1.12.H: Incorporate
the effective and safe

use of materials,
equipment and tools
into the production of
works in the arts at
work and
performance spaces.
Evaluate the use and
applications of
materials.
Evaluate issues of
cleanliness related to
the arts
Lesson Body
Anticipatory Set https://www.youtube.com/watch?v=D6_hPpn1dhQ

Students will view speed painting video.

Procedures

Students will complete Bell Ringer

o In your opinion, what is the purpose of creating a self-portrait?

Students will complete anticipatory set

o View speed painting video

Point out the use of color in the background

Students will continue practicing safe use of Xacto knives to finish cutting out
their stencils

Test stencil when finished.

o Solid color on plain paper

Make a creative one!

o Encourage students to think about adding color to their background

Add pattern

Splatter paint add bold patches of color.

Students will complete closure activity.

o What does adding color behind your stencil do for the composition?

Personalizes it

Makes it more interesting

Students will clean their work area before they leave the room

Closure What does adding color behind your stencil do for the composition?

Personalizes it

Makes it more interesting

Clean-up Students should put all art materials back in their designated areas. Place
artwork on drying rack
Independent Practice Think about how you would like to incorporate color into your
self-portrait composition.
Safety Considerations Students should be careful when using Xacto knives. Do not
point knives at other students. Students should use the spray booth or go outside when
spray painting. Student should not inhale spray paint fumes.

Lesson Title Class Critique

Day 5 of 5
Objectives/Assessments/Adaptations
Objective

Pre- Assessments

Formative Assessment

Adaptations

Objective 1:
Students will evaluate
each others selfportraits in a class
critique.

Bell Ringer: Is
criticism always
negative? What is
constructive criticism?

9.3.12.B: Determine
and apply criteria to a
persons work and
works of others in the
arts (e.g., use visual
scanning techniques
to critique the
students own use of
sculptural space in
comparison to Julio
Gonzales use of
space in Woman
Combing Her Hair).

Students will
participate in a class
critique of their
projects. Each students
work will be evaluates,
formally, intuitively
and contextually by
their peers.

Instructor will guide the

critique to make sure
all feedback is
constructive.

Lesson Body
Anticipatory Set

Bell Ringer: Is criticism always negative? What is constructive criticism?

Procedures

Students will complete anticipatory set/ Bell Ringer

o Is criticism always negative? What is constructive criticism?

Each student will retrieve their artwork.

Students will hang their self-portrait on the wall.

Students will explain their added element

o What does it do for the composition?

o What does it mean to them?
o Is there color in their portrait?

What does that do to the mood of the image?

Closure Class critique will serve as a closure activity for the entire unit.
Clean-up All students should submit their projects in the turn in box/

Independent Practice N/A

Safety Considerations Instructor will ensure that critique is constructive and not
hurtful.

APPENDIX
Rubric Evaluation of student performance based on unit goals.
Unacceptable Developing
Acceptable
0
Participation
Student did
Student showed
Student
not participate minimal
participated in
in class
interest/participation class discussion
discussions
in class discussion
but did not give
and/or bell ringer
thoughtful
activities.
responses.
Student
completed bell
ringer activities
but did not give
thoughtful
responses.
Self-portrait
Student did
Student submitted
Student submitted
sketches
not submit
one self-portrait
two self-portrait
any sketches
thumbnail sketch
thumbnail
sketches
Concept
Student did
Students project
Students project
not submit
was complete but
is complete and is
assignment
was not a selfa self-portrait but
portrait.
there is not added
element.
Craft
Student did
Student submitted an Student submitted
not submit
assignment that was a finished project
assignment.
not complete or a
with minor craft
project with
issues.
extremely poor craft.
(Stencil was done in
reverse, areas that
are supposed to be
white are black)

Target
100
Student
participated in
class discussion
and gave
thoughtful
responses to
instructors
questions and to
bell ringer
activities.
Student submitted
three self-portrait
thumbnail sketches
Student completed
a self-portrait with
an added element
and added color to
their composition.
Student submitted
a final project with
exemplary craft.
Stencil created
nice clean lines
and extra color
was added to
create emphasis.

Supplemental Instructional Tools

PowerPoint
Article
Banksy Videos
Self-reflection After teaching the lesson, assess student achievement with the intended goals
and objectives. Describe the evidence. Explain the strengths and weaknesses including was to
improve the unit.