Professional Documents
Culture Documents
Street Art
6/7
Title of Unit
Grade
Level
Fine Arts
Subject
Time
Frame
Cassidy Vollweiter
Developed By
I can..
Seek and construct meaning through encounters with art
Create narratives about artwork
Discover the significance and value of art in my life
Rationale: Why is this unit of study important? Why are you teaching this unit?
This unit gives students to go beyond recreating art; they are able to discuss and dissect art, while gaining an
understanding of the purpose of art. Grafitti, street art, and public art are all very popular and prominent in this day
and age, so this unit give students the opportunity to understand the purpose behind these public forms of
expression. Students are also able to uncover and learn about their own understandings and interpretations of art.
What provocative questions will foster inquiry into the content? (Think
open-ended questions that stimulate thought and inquiry linked to the
content of the enduring understanding). What provocative questions
will promote understanding and transfer of learning?
Summative Assessments
Journal entries
Cave paintings
Graffiti art
Invader-style art
Artists proposal
Press statement
Street art message
Sequence of Lessons: The basics of what you plan to do in each lesson of the unit.
#
Lesson
Title
1
What is
Art?
Assessm Resource
ent
s
Art
Variety of
Journal:
styles of
how would
art
you define
art?
ART / NOT
ART signs
Why do you think this is art? Why do you think this isnt art?
After activity: what do we use art for? Think-pair-share
2
Show: images of cave paintings. Discuss the ones we saw last class: who
Cave
thought these were art? Who doesnt think so?
Painting Discuss the history of cave paintings, where they were found. What do you
s
think they were used for? (records, as a form of communication)
this will
Do: students will create their own cave paintings; if we decide cave
likely take paintings were meant to show food / animals / communication / what they
2 class
did daily / show whats important: what would your cave painting look like
periods
today? (students will have the option of which medium they would like to
use)
3
Intro to
Street
Art &
History
Review: discussion about cave paintings from last class: what did we
decide the purpose of cave paintings were? Next, Hand back art journals
from last class, and students review their definition of art. Students have
the opportunity to share their ideas.
Show: images of street art across the ages. Do these images match your
definition of art? Think-pair-share. Do you want to change your definition
after seeing these images?
Define: Street art: Street art is visual art created in public locations,
usually unsanctioned artwork executed outside of the context of traditional
art venues. Be sure to dissect this definition with students, to ensure
understanding. Ask for thumbs up/down to see student comprehension.
Tell: share with students the history of street art.
Do: Write in art journal: To you, what is the purpose of street art? Students
should provide both a written definition and an illustration (of how it makes
them feel / of its purpose)
Cave
Painting
(students
will also
be asked
to explain
their art to
the
teacher)
Art
Journal:
To you,
what is
the
purpose of
street art?
Images of
cave
paintings
Brown
craft
paper
Water
colour
paints,
paintbrus
hes,
Pastels,
Charcoals
Images of
various
street art
Art
journals
Street
Art &
Graffiti
5
Artist
Profile:
Sam3
Show: Art by Sam3 on projector. (also have printed versions of his art)
Tell: First artist profile is Sam3. Give artists bio and brief introduction to
his style of art.
Discuss: what is the purpose of these large images? What do you think of
when you see them? Who is the artist trying to reach? Give students a few
moments to silently observe the image. After a few moments, they discuss
with a partner what the image means to them, what it makes them think
of. Report out to the class. Teacher writes key words on the board. (keep
track of these words from every artist profile).
Ask: Would this art mean different things to different people? [looking at
time & place]
Students work in table groups. Each table is assigned a person, time, and
place. Students discuss what this art might mean to this person.
Journal Write: From the printed images (each should be numbered), each
student writes a journal entry on one of the images (remind them to write
with # image they are writing on). In your own words, describe what
message the artist is trying to portray.
Artist
Profile:
Grafitti
Images of
art:
Graffiti
Their art
should
Cardstock
answer:
paper
what is
the
Felts,
purpose of
pastels
graffiti?
What
Devices
impact
does it
Samples
have on a of graffiti
communit
lettering
y?
Art
Sam3 art
Journal:
images
Choose an
(iPad
image
presentatio
from
n)
todays
artist
Projector
profile.
(Ensure
Printed
pieces are copies of
numbered
art
!) In your
(ensure
own
they are
words,
numbered)
describe
what
whiteboar
message
d pens
the artist
is trying to
Art
portray.
Journals
Invaderstyle
Images of
Invaders
Invader
Artist
Profile:
Magda
Sayeg
This will
likely
take 2
blocks to
complet
e
Do: take a normal image and add in art invader style. Students will cut
pieces of coloured construction paper and glue them onto printed images
of otherwise boring, everyday scenes
rubric
Students
works
cut out
small tiles
iPad
out of
(slideshow)
constructi Projector
on paper
and glue
B&W
them
images
(mosaic
(have a
style) onto variety, 1
an image
per
of a
student)
building,
wall, etc.
Coloured
constructi
on paper
Participa
tion in
group
discussion
(check
mark)
Artists
proposal
Questions
are
answered
thoughtful
ly and
with
purpose.
Proposal is
both
creative
and
unique.
Scissors
iPad and
projector
(slideshow)
Images of
yarn
bombing
(by M.S. as
well as
from
Vancouver,
around
world)
Artists
Proposal
(1 form per
student)
Variety of
Artist
Profile:
Banksy
Anonymo
us letter
Writing as
Banksy,
students
write a
press
statement
as to why
they wish
to remain
anonymou
s.
Yarn
iPad and
projector
(slideshow)
Images of
Banksys
work
iPads
loaded
with
particular
image
(will need
at least 7)
Debate:
Prep
Hook: have is street art graffiti? Written on the board. Students write their
name underneath yes or no. Teacher splits students into debate sides
(might be necessary to move some students to make even sides)
Tell: students will be forming a debate around this question. Today, you will
be following the template and gathering your arguments. Next class will be
the debate.
Work: students use the debate template to organize their thoughts.
Participa Statemen
tion in
t written
debate
on
group
whiteboar
(checkmar
d
k for
providing Whiteboa
thoughtful
rd pens
contributio
n)
Debate
templates
10
Debate
Day
Participa
tion and
selfevaluatio
n
11
Choosin
ga
Messag
e
this
lesson
will likely
take 2
blocks,
especiall
y if we
do a
gallery
walk
12
13
14
15
Street
Devices
art
(for
message: message/
Students
theme
create
inspiration)
their own
street art Cardstock
that
depicts a
Paper for
message,
secret
emotion,
explanatio
or
n on back
thought.
Work
Pastels,
should be
crayons,
well
felts
thought
(students
out.
choose
their own
Students
medium)
should
satisfy the
Rubric
my street
art
statement
s.