COURTNEY MCMANUS
STREET ART LESSON
Unit: Movement in Art
Grades: 9-12
Learner’s Characteristics
This lesson plan is formatted for high school students, preferably the 11th and 12th grade students. Students at this age are the artistic developmental stage referred to by Lowenfield as “The Period of Decision.” According to Lowenfield, students at this age are far more critical of their artwork and skill level than they have previously been in their younger years. Lowenfield notes that students of this age can be easily discouraged artistically due to their awareness of lack of certain skills, and suggests that we counter-balance this insecurity by introducing mediums in addition to painting and drawing, or other ways of approaching painting and drawing. In this lesson, the students will be making “graphic art” using handmade stencils, similar to the large scale stencils modern street artists use. By having the students work with stark contrasted two-tone images created with stencils, I hope to engage students who are not as strong with fine detailed painting and drawings, and show them another way to represent objects and imagery. I have chosen to introduce street art to these students at this age because I believe they are intellectually aware enough to comprehend how street art is becoming a fine art in it’s own respect, and that they are mature enough to learn about the conflict of street art vs. government and police authority.
Characteristics of Students with Learning Disabilities
Students with learning disabilities will be strongly encouraged by this lesson because it offers various forms of stimulation and ways to learn. Students with ADD/ADHD often are interested in lessons that offer the chance for physical movement, which this lesson will offer them. Autistic students generally need individual attention, as well as different teaching strategies to help them grasp the concept. I believe the amount of “visual learning” in this lesson will be extremely helpful to ESL students, who are often helped by words and pictures being presented at the same time in order to understand words or concepts they may not be familiar with. Social and behavioral students often need boundaries that are careful to not isolate or condemn them. This lesson gives them the chance to work side by side with other students who can perhaps help to lead by example.
Theme Concept
The theme concept, or topic, of this lesson plan is street art and it’s commentary on the human race and politics. Street art in the past decade has become widely popular by artists such as Banksy who is famous for his large scale stencil spray paint images found all around the UK as well as Shepard Fairey who started with graphic street art in California, and later created the infamous “HOPE” poster for Barack Obama’s 2008 electoral campaign. I plan on showing my students through this lesson how street art is not simply mindless graffiti, but an art form that uses strong contrast and simple stencil like imagery to convey whatever statement the artist is trying to make, generally political or a commentary on the human race and what surrounds us. I will encourage my students to analyze street art themselves to conclude what commentary the pieces are making, and furthermore, why that commentary is meaningful. I want my students to walk away from this lesson with the fundamental understanding of what artistic skills are used to create street art as well as the purpose of street art and the message it conveys. The concept of street art has much to do with movement, meaning the artist has to use their body to control the spray paint and contour it to their image. Furthermore, typically these pieces are created with large stencils and placed in inconspicuous places that require the artist to locate and get the image to. The interdisciplinary aspect of this theme can be found in the discussion of the conflict between street art and vandalism, which relates to law and policy. Students will also be expected to write a one to two page essay explaining what their work represents, where they would choose to display it publically, and their own thoughts on street art v. vandalism. They will not only be thinking critically, but also use writing skills as their essays will not only be graded on content, but also on grammatical standards.
Visual Arts Concept
- Elements of Design: Many elements of design used for street art will be shown to the students, then later expected to be used when creating their own pieces. Shape is the main element I find most prevalent in street art, and students will be graded on how this element plays into their own pieces. Shape is defined as flat areas in 2-dimensional design that are formed by lines and edges. Students will be reminded of organic shapes (more natural, less defined edges) as well as geometric shape (shapes that correspond to regular shape names such as the square or triangle) and will be expected to recognize both forms of shape within the pieces we will be analyzing
- Techniques: Students will be introduced to the technique of using hand made stencils to create their work. Students will also be shown via video the technique of spray painting. In their own pieces, students will be using paint, but will still be experiencing the technique of using stencil imagery to convey their concept. Students will also be working with the technique of graphic imagery, using less detail and more large contrasted shapes and lines to create figures.
- Aesthetics: The following questions are intended to spark commentary on the aesthetic aspects of street art to explain the meaning and value of this art-form.
1. Look at this piece by British street artist Banksy. What emotions do you feel when you look at this piece? Does it confuse you? Does it make you hopeful, nostalgic, upset, or scared? Any emotion you feel while looking at is important, so include them all.
2. Pick the two emotions you felt the strongest. What about the piece made you feel this way? Do you think this is what the artist intended?
3. Why do you think these artists take the chance of getting in trouble with the law to display their work publically? Do you feel they must have a strong message in order to justify it their reasoning? Why or why not?
4. What makes street art different from graffiti? (You are welcome to make the argument that there is no difference if that is how you feel.)
5. Many organizations in popular cities in the US such as NYC and LA have started to offer up public space on buildings that are free and legal to create street art on. Do you think this makes the street art less authentic? Why or why not?
Art Criticism
The following piece of artwork will be shown to the students:
Description: The following questions will be asked to prompt students to identify the elements of design, the objects depicted, and basic facts about this work.
1. What colors do you see used in the work? Why do you think those colors were chosen?
2. Explain how the colors in relation to the stencil technique used.
3. What makes the imagery so strong?
4. Do the edges in the piece seem hard to you, or more soft and flowing?
Formal Analysis: The following questions will be asked to prompt students to identify relationships among the elements of design in order to uncover and focus attention on the principles of design used in the work.
1. Describe the colors, the balance, and what elements of design you see used in this mural
2. Look at the contrast used in the mural. Why do you think the use of such stark contrast is crucial to street art designs?
3. Do you feel any detail is lost using the stencil technique that makes it harder to understand the imagery?
Interpretation The following questions will be asked to prompt students to synthesize the information they gathered through ‘description’ and ‘formal analysis’ to determine what they think the work of art is about and what it means.
1. Do you recognize any of the men depicted? If so, what are they known for?
2. In your own words, explain where each of these elements of design are found in the artwork and explain their importance to the piece: Line, shape, size, color, value, balance, and contrast
Judgment Questions that will lead students to decide the value and/or quality of the work of art using information from description, form analysis and interpretation and information from other persons
1. Asbury Park is known as one of the birth places of Punk Rock. Do you feel Fairey’s mural adequately represents this, or do you feel it lacks in concept or representation? Defend your answer.
2. Do you feel Fairey’s mural has a purpose? Consider where it is located and what it depicts.
3. If you saw this mural displayed in the Museum of Modern Art, would you think it belonged there? Why or why not.
Art History
The students will be shown a 10 minute clip from the Banksy documentary on street art titled “Exit through the Gift Shop.” This clip will show an interview with street artist Banksy where he discusses the origins of street art and how street art exists today, as well as shows him in action creating one of his most famous pieces of street art, showing the creation of the stencil to the implementation of the piece on a wall. The students will be asked after the video to reflect on it and think of questions regarding what they saw.
Learning Objectives
Learning Objectives
-Students will learn that street art is a form of art in which artists use large stencils to create imagery, often with stark contrast in color and simple shapes and display them in a public manner, typically on billboards and buildings.
-Students will learn and understand how shape is important in street art as most street art graphics are composed of several simple shapes.
-Students will analyze and understand the concept and meaning of works of street art through class discussion as well as through a reflection essay at the end of the lesson.
-Students will reflect on issues and subjects that are important to them through discussion questions and guided self-reflection with teacher provided questions.
- Students will create their own mock street art to express themselves.
-Students will learn how to take an image and simplify it to stencil form by either drawing an image and scanning it into the computer, or finding images via the Internet, and use the photoshop “stencil” filter.
-Students will learn the history of street art, as well as how it is viewed today.
-Students will learn that movement is vital to street art, and how the manner in which they move effects the outcome of the work, as control over the spray can, or brush, must stay within the stencil using strict control over the movement of the artist’s body. Furthermore, they will learn how some artists climb to elevated places to create their work so that it is more widely seen.
-Students will learn about the conflict between law and street art. Students will learn that while it is for most part highly respected in the art community, many artists display their work on private property, which leads to legal trouble. Students will learn what the consequences are of violating public property, as well as major lawsuits filed against street artists.
-Students will use writing skills to analyze and explain their own artwork in a clear and concise manner through written word.
-Students will learn how to respect their community as I will show them ways in which they can create street art without vandalism or law breaking. Such ways include wall murals approved by the community or a building owner, displaying artwork outside on their own property, and displaying removable art is public places that cause no damage.
Modifications/Adaptations for students with disabilities
ADD/ADHD: When creating their stencils and artwork, I will have these students sit near the more “on task” students. I will circulate the classroom constantly, so that every 10 minutes or so, that student has my full attention and I can help guide him or her to stay on task.
Autism: I will work one on one with student to create their piece effectively. If they are not able to handle materials such as scissors or exacto knives, will have them express to me what they wish to create, and will offer assistance to them in creating it, while making sure I am not “doing the project for them.”
ESL/ELL: All lecture portions and questions will include visual clues to offer another way to understand. I will always make sure I am speaking clearly and slowly and explaining words I feel may be more advanced to them. I will also ask them to point out any words or phrases they do not know.
Social & Behavioral: These students will have my attention every few minutes during active times to ensure they are on task and not distracting themselves or others. I will encourage them to interact with their fellow students in a positive manner.
Materials and Equipments
-Projector to show video clip/Visual aspects of lesson
-Copies of all example art work for each student to see
-Large Poster Board
-Large roll of paper
-Assorted color Sharpie Markers
-Masking Tape
-Scissors/exacto knives
-Cutting boards
-Acrylic Paint
-Foam paint brushes in various colors
Resources
-Documentary “Exit Through the Gift Shop”
-Various articles on street art subjects
Crime v Streetart: http://www.complex.com/art-design/2012/04/the-50-biggest-street-art-arrests/
Legal Street art: http://www.thepolisblog.org/2011/10/building-bridge-to-legal-street-art.html
http://www.cnngo.com/sydney/life/legal-street-art-sydney-859212
List of Artworks
-“Exit Through The Gift Shop” Banksy
-Works by street artists typically are not named,
I will show works by artists known as: Swoon, Banksy,
Shepard Fairey, Blu, Nunca, and C215.
Narrative of Classroom Procedures
Stimulation Activity
When students first come into the room, they are going to see that I covered one or more of the walls in paper. One of the other walls will display works of art by famous street artists. I will tell them if they do not know what street art is, they can examine the examples I have posted. I will give students various colored sharpies and ask them to become street artists, and I will ask them to pick a spot on the papered walls and draw some sort of image that conveys a political message or commentary on a contemporary issue. The image can include text, but not their actual name, and no more than one to two words. After they are done, I will begin the class discussion.
Introduction/Discussion/Questions
Street art is a form a graffiti that has a specific message to convey, whether it be political, personal, or some sort of commentary on social issues. Most street art is displayed in public places where it can be seen by large amounts of people, typically billboards and buildings. Artists create street art using stencils, meaning they create large scale cut outs of shapes and imagery, then spray paint or paint within the stencil. Within the past decade, street art has become extremely popular, loved by art fans, and some of the most famous street artists have been commissioned by major art museums to display their works. What is your opinion on street art? Do you think it’s different from regular graffiti? How so, or why not? Do you think street artists have a right to put their work on property that is not theirs? Why do you think street artists display their work so publically, and for free? Have you ever seen street art that stuck out to you?
“I want you to…”
I want you to create your own piece of artwork using these large posters. You are to create your own stencils using the large cardboard pieces provided. I want you to think about what issue you feel effects teens your own age the most. I want you to then come up with and sketch an image to express this issue. (Min. 5 sketches) You will need to create this image out of stencils. You can create as many stencils as you wish, but you many only use up to four colors. You will take the stencils down to the paper. Instead of spray paint, which is toxic to us in an enclosed environment, you will be using foam brushes to apply acrylic paint. Remember, it must be flat and graphic the same effect spray paint creates.
Questions to ask students while they work:
1. Why is this issue important to you?
2. How does your image represent your issue?
3. What colors do you think will help in conveying the emotions associated with your issue?
4. Is your imagery simply enough to be created through stencils?
5. How many stencils will you need to create based on your image?
Concluding the Lesson
I will conclude the lesson with a critique because it will give students the chance to explain their work as well as analyze each others work. This will also give me the chance to see if my lesson adequately taught not only the concept of street art, but the techniques used and elements of design needed.
Lesson Extension
NJ World Class Standards: Art
1.1.12.D.1: Distinguish innovative applications of the elements of art and principles of design in visual artworks from diverse cultural perspectives and identify specific cross-cultural themes.
1.1.8.D.1: Describe the intellectual and emotional significance conveyed by the application of the elements of art and principles of design in different historical eras and cultures.
CCSS: Writing (Essay portion on project)
CCSS.ELA-Literacy.W.11-12.1a Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.
CCSS.ELA-Literacy.W.11-12.3d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
Teacher Self Evaluation
1. The Lesson Plan
a. Was the lesson plan age appropriate?
b. Were themes and concepts presented challenging and new to the students?
c. Was the lesson plan organized in a fashion that made it easy for students to follow?
2. The Teaching of the Lesson
a. Did I explain concepts in a clear manner that was easy for students to understand?
b. Did I allow the discussions to be equal between students and myself?
c. Did I ask the students questions that prompted them to think critically?
3. Student Outcomes
a. Did the students grasp the concept of street art?
b. Can students explain in their own words what street art is, and what it’s value is?
c. Do students understand the role shape plays in street art?
d. Can students create their own stencils?
e. Can students convey a political or social message via stencil art?